A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

Mazibe, Ernest Nkosingiphile; Coetzee, Coréne; Gaigher, Estelle

doi:10.1007/s11165-018-9718-7

Cited by 31 publications

(50 citation statements)

References 33 publications

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“…So the translation of a neat, singular plTSPCK episode into eTSPCK in classroom enactment does not occur in a corresponding neat one-to-one ratio process, but rather as a network process demanding the ability for PSTs to activate additional appropriate teacher knowledge that supports the ultimate delivery of the intended knowledge. This finding confirms the widely communicated distinct contextual affordances of the planning vs. teaching settings on PCK (Barendsen & Henze, 2019;Mazibe, Coetzee, & Gaigher, 2018), and the need for teacher education to care about exploring both contexts in order to fully derive the phronesis value of PCK.…”

Section: Discussionsupporting

confidence: 75%

Bridging Science Education's Theory–Practice Divide: A Perspective from Teacher Education Through Topic-Specific PCK

Mavhunga

Merwe

2020

African Journal of Research in Mathematics, Science and Technol

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The divide between theory and practice is an enduring challenge commonly attributed to disconnection in teacher knowledge between 'knowing what to do' (planning) and 'doing what you know' (enacting in class). We re-visited this divide from the new perspective of pedagogical content knowledge with the purpose of examining the ways in which topic-specific pedagogical content knowledge (TSPCK), evident in a planning-to-teach setting, translates in a classroom setting. Furthermore, we aimed to identify the factors that influence the translation. We employed an intervention-based qualitative research design with a subset of three science pre-service teachers (PSTs) drawn from a cohort of 24 final year PSTs in a Chemistry methodology class. They were followed into schools for observation during a practicum. Data collected comprised lesson plans, two video-recorded lessons each and self-reflection reports. The lesson plans and the lesson recordings were mined for TSPCK episodes, while the reflection reports were analysed for possible influential factors. The identified TSPCK episodes from both the lesson plans and actual lessons were subjected to a qualitative, in-depth analysis, and the results were collated into TSPCK maps. The reflective reports were analysed through content analysis. Findings revealed a structural format change of the PSTs' TSPCK across the planning-practice settings, while keeping the original lesson intentions intact. Factors influencing the observed TSPCK structural change included complex teacher reflections-for-action and reflections-on-action drawing on specific TSPCK components as well as on learner understanding. Implications for science teacher education are discussed.

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Section: Discussionsupporting

confidence: 75%

Bridging Science Education's Theory–Practice Divide: A Perspective from Teacher Education Through Topic-Specific PCK

Mavhunga

Merwe

2020

African Journal of Research in Mathematics, Science and Technol

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“…It refers to the common knowledge that is shared by a community of teachers and that can be applied across different contexts. The next realm describes knowledge that is relatively passive and static while it is unique to individual teachers and contexts, similar to idiosyncratic PCK (Park & Suh, 2015), knowledge-on-action (Park & Oliver, 2008), espoused or planned PCK (Aydeniz & Kirbulut, 2014) and reported PCK (Mazibe et al, 2018). When personal PCK is applied during actual teaching, it becomes enacted PCK (Carlson & Daehler, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing Pedagogical Content Knowledge Across Fundamental Concepts of Electrostatics: A Case of Three Pre-service Teachers

Mazibe

Gaigher

Coetzee

2020

African Journal of Research in Mathematics, Science and Technol

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It has recently been suggested that pedagogical content knowledge (PCK) has a concept-specific nature, beyond the topic-specific level of PCK. This paper reports a case study of three pre-service teachers' reported PCK about three fundamental concepts within the topic of electrostatics, namely electrostatic force, electric field and electric field strength. The aim of the study was to compare the quality of the PCK of each of the individual participants across these fundamental concepts. Data was collected using a content representation tool and a lesson planning form prescribed by the participants' teacher training institution. A topic-specific PCK model was adopted as the framework for this study. The model asserts that the content of a particular topic is transformed for instruction through five components, namely learners' prior knowledge, curricular saliency, what is difficult to teach, representations including analogies and conceptual teaching strategies. Guided by the model, we designed a rubric to assess the concept-specific PCK of the participants on a four-point scale. The results of the study indicated that the PCK of the participants varied across the fundamental concepts of electrostatics, with each participant reporting better PCK for a different concept. The results of the study imply that describing PCK at concept level is appropriate and recommend that PCK should be strengthened at concept level during teacher training to ensure that it develops across all of the concepts within a topic.

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“…It was in this third phase, when we shared the analysis and results of the first and second phases, that she expressed the reflections given in Table 7, where they are contrasted with her reflections some 17 years earlier. This reported PCK did not necessarily reflect the pPCK of Marina currently (Mazibe et al, 2020), but it could give us clues about his teaching. In any case, it is a pervasive obstacle whose origin may be due to an incomplete Professional Knowledge (in relation to Students and Pedagogy) and to the beliefs of Marina, which suggests a stable structure of teacher cognition (Meschede et al, 2017).…”

Section: Fig 2 Types Of Problem-based Interactionsmentioning

confidence: 83%

The Long Road to Shared PCK: a Science Teacher’s Personal Journey

2021

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Teachers’ development can be seen as a dialog between their reflective thinking and their actions, with an added gradient of complexity from their social interactions. All of these elements are conjugated within their classroom practice, with their Pedagogical Content Knowledge (PCK) as theoretical background. This paper analyzes the case of a secondary education science teacher’s development over different periods, with a focus on classroom atmosphere, social organization and problem-based interactions, the influence of the topic being taught, and the teacher’s participation in an Action-Research group. The sources of information included the teacher’s diaries, questionnaires, interviews, ethnographic records, and extracts from videotaped sessions of her lessons. The data analysis for the areas of reflection and of action was approached with methodological plurality. Although these two fields of study (reflection and action) share essential aspects, they presented subtle differences, with reflection being more fully developed than action in the classroom, and the contribution of the Action-Research group to the teacher’s development was important, but less so than her professional command of the content. Two underlying obstacles deeply rooted in the teacher’s thinking and actions impregnate her classroom interactions: classroom competitiveness, and the use of excessively rigid activities.

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A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

Cited by 31 publications

References 33 publications

Bridging Science Education's Theory–Practice Divide: A Perspective from Teacher Education Through Topic-Specific PCK

Bridging Science Education's Theory–Practice Divide: A Perspective from Teacher Education Through Topic-Specific PCK

Comparing Pedagogical Content Knowledge Across Fundamental Concepts of Electrostatics: A Case of Three Pre-service Teachers

The Long Road to Shared PCK: a Science Teacher’s Personal Journey

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