Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge

Abstract

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students' learning. Since Shulman's introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre-and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, 'consensus' model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an 'amalgam' of content and pedagogical knowledge. ARTICLE HISTORY

Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge

“…Implicitly, classroom management is included, which overlaps with Sorge et al and Liepertz and Borowski. Kind (2017) and Pitjeng-Mosabala and Rollnick (2018) refer to "topic-specific professional knowledge" (TSPK), not PK, adopting the Consensus Model (Neumann, Kind & Harms, 2018; Gess-Newsome, 2015; Figure 1). Within the Model TSPK may vary.…”

“…Chan & Yung, 2015Kind, 2009aKind, , 2016Kind & Kind, 2011) and reviews (Chan & Hume, 2019;Kind, 2009b) utilise and reflect on interpretations of PCK. This paper addresses issues noted in the introductory paper (Neumann, Kind & Harms, 2018) that relate to unrealised potential of PCK to contribute extensively to teacher education policy and practice. To achieve this, PCK research should indicate how, why and what professional knowledge teachers develop.…”

Konstruktion eines qualitativen Niveaumodells im fachdidaktischen Wissen von angehenden Physiklehrkräften

“…Die professionelle Kompetenz einer Lehrkraft ist Grundlage für ihr effektives und erfolgreiches unterrichtliches Handeln (Baumert und Kunter 2006;Lipowsky 2006). Im K Zentrum professioneller Handlungskompetenz steht das Professionswissen der Lehrkräfte (Neumann et al 2019). Auf Grundlage der Modellierung von Baumert und Kunter (2006) "herrscht weitgehend Konsens im Hinblick auf die [...] Grobstruktur des Professionswissens von (angehenden) Lehrkräften" (Riese et al 2015, S. 58), das in Fachwissen (FW), allgemeines pädagogisches Wissen (PW) und fachdidaktisches Wissen (FDW) unterteilt wird (Baumert und Kunter 2006).…”

Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-Based Measurement

“…Defining pedagogical content knowledge (PCK) and assuming its components have a long tradition in research (cf. [34] for a summary). This research began with Shulman [35,36] and continues today with the consensus [37] and refined consensus model [1].…”

“…The researchers did not choose the consensus model [37] as it does not specify the components of PCK in detail [1,34] and focuses more on the impacts of PCK and its context factors (e.g., other parts of professional knowledge) [1]. We aimed to operationalize the facets of PCK for self-efficacy beliefs.…”