Exploring Pedagogical Content Knowledge in Science Teacher Education

Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils' Errors

“…Numerous researchers in the field of science education still use this work to organise research efforts or to design and carry out research studies (e.g., Baumert et al, 2010;Hashweh, 2005;Hill, Ball, & Schilling, 2008;Lee & Luft, 2008;Loughran, Mulhall, & Berry, 2008;Park, Jang, & Chen, 2010;Schmidt et al, 2007;Tatto et al, 2007;van Driel, Beijaard, & Verloop, 2001). For example, Baumert et al (2010) helped organise their evaluation of teachers' professional knowledge by using three categories: pedagogical content knowledge (PCK), content knowledge (CK) and pedagogical knowledge (PK).…”

“…Numerous researchers in the field of science education still use this work to organise research efforts or to design and carry out research studies (e.g., Baumert et al, 2010;Hashweh, 2005;Hill, Ball, & Schilling, 2008;Lee & Luft, 2008;Loughran, Mulhall, & Berry, 2008;Park, Jang, & Chen, 2010; F o r P e e r R e v i e w O n l y 4 pedagogical knowledge (PK). Over the past decade, many research projects have used these three main categories of teachers' professional knowledge to provide a theoretical background.…”

Changing Science Teaching Practice in Early Career Secondary Teaching Graduates

“…There was a decline in the use of text books and copying notes. Teachers' use of teacherled discussion, worksheets and written work is in congruence with Loughran, Mulhall and Berry's (2008) findings that when student teachers are faced with topics they have not taught before and for which they do not have depth of content knowledge, they turn to a more transmissive approach to delivering the content even though they are dissatisfied with doing so. This shift from a more teacher-led approach may be an indication that there was a willingness to give the students some responsibility for their learning.…”

Initial Teacher Education PCK Development - Knowledge of Learners: A beginning technology teacher’s journey

“…This finding is consistent with Driel and Berry's (2012) assertion that PCK as a form of teacher's professional knowledge is highly topic, person, and situation specific and, as such, is developed through an individual's experiences and reflections on those experiences. Other studies of teacher PCK development also indicate that an initial teacher's PCK development is particularly intense over the first few years of their teaching practice and that they may often not appreciate the demands that this on-going learning will make of them (Cowie, Moreland, Jones, & Otrel-Cass, 2008;Loughran, Mulhall, & Berry, 2008).…”