Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK

Abstract

Background: The knowledge that is required for teaching includes subject matter content knowledge (CK) and pedagogical content knowledge (PCK). Although CK and PCK are distinct components of the teachers' knowledge, the distinction between those two components and the relationships between them are still underexplored. In a previous study, we showed that biology teachers that participated in a long-term professional development program view CK as an important component of the knowledge required for teaching biology, yet they see it as distinct from PCK. We wondered what are the views of mathematics teachers, who participate in a similar program, on the knowledge that is required for teaching and on the relationships between CK and PCK. In addition, we compared the participating mathematics and biology teachers' tacit views of the knowledge required for teaching and on the relationships between CK and PCK. Results: We used the Repertory Grid Technique (RGT) as well as semi-structured interviews and a focus group, to elicit mathematics (n =13) and biology (n =16) teachers' tacit views about the knowledge that is required for teaching. The results show that both mathematics and biology teachers view CK as a significant component of their teaching practice. However, whereas mathematics teachers tend to view CK and PCK as related entities, biology teachers tend to view them as separate. Conclusions:The main contribution of this study is in exposing that teachers from different disciplines may view differently the importance of high-level CK to their practice. The differences among the participating mathematics and biology teachers' tacit views of the relationships between CK and PCK may aid in the design of professional development programs for mathematics and biology teachers. It is important to draw attention to the ability to recognize the tacit relationships between CK and PCK and to articulate these relationships in planning professional development programs.

Exposing biology teachers’ tacit views about the knowledge that is required for teaching using the repertory grid technique

“…Magnusson et al (1999) changed Grossman's use of the term 'purposes' to 'orientation', added beliefs to knowledge, and added an additional category: knowledge and beliefs about assessment. Since then, major effort has been devoted to understanding the notion of PCK and constructing a well-established conception for PCK and its related categories (Gess-Newsome, 1999;Lee & Luft, 2008;Park & Oliver, 2008;Rozenszajn & Yarden, 2011, 2014a, 2014b.…”

“…The workshop is aimed at promoting the teachers' professional development through design activities. The workshop lasts three semesters and the products of this longitudinal workshop are the teachers' final projects of their Master's studies (Rozenszajn & Yarden, 2014b). The first author of this report is one of the lecturers in the long-term workshop.…”

“…For content analysis of the repertory grid data, all of the interviewees' elements were pooled and categorized according to the meanings they expressed (following, Rozenszajn & Yarden, 2014b). Accordingly, the PCK components included teachers' knowledge and beliefs about: (i) teaching strategies; (ii) assessment of related contents; (iii) curriculum; (iv) available teaching facilities; (v) students' meaningful learning; (vi) students' motivation to learn biology; (vii) the influence of biology learning on students' future lives; (viii) students' prior knowledge; (ix) students' thinking skills; (x) students' interest outside of the school context.…”

“…Accordingly, the PCK components included teachers' knowledge and beliefs about: (i) teaching strategies; (ii) assessment of related contents; (iii) curriculum; (iv) available teaching facilities; (v) students' meaningful learning; (vi) students' motivation to learn biology; (vii) the influence of biology learning on students' future lives; (viii) students' prior knowledge; (ix) students' thinking skills; (x) students' interest outside of the school context. The CK component included science subject matter (Rozenszajn & Yarden, 2014b). The content analysis enabled characterizing the teachers' repertoire of knowledge elements as a community of high-school biology teaching experts.…”

Pre-Service Physics Teachers’ Argumentation in a Model Rocketry Physics Experience

“…In the COACTIV project from Germany, PCK and SMK were found to be highly correlated (Baumert et al, 2010;Krauss et al, 2008). Because SMK is not sufficient by itself but a necessary condition of PCK (Even, 2011;Friedrichsen et al, 2009;Rozenszajn & Yarden, 2014), without it, PCK cannot be developed (Baumert et al, 2010;Depaepe et al, 2015;Friedrichsen et al, 2009). In this study SMK has been explored in detail.…”