Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice

Abstract

Since first conceived, the concept of pedagogical content knowledge (PCK) has attracted much attention. Despite being lauded by educationalists as the unique knowledge base of teachers, research on the concept over the past 30 years has yet to result in a universally accepted definition being presented. Much of the contentions surrounding the lack of an agreed upon conception appear to have stemmed from difficulties in understanding the relationship between PCK, other areas of teacher knowledge, teacher beliefs, and enacted practice. This paper considers the application of PCK frameworks to design and technology (D&T) education, through an analysis of the nature of the discipline from an ontological and epistemological perspective and contemporary perspectives on the construct of PCK. It is theorised that the volition afforded to teachers in D&T through weakly framed subject boundaries negates the effective application of PCK frameworks, as teachers' beliefs have a greater impact on enacted practices. In an attempt to better understanding enacted practice in D&T education, the paper proposes a methodological framework centred on the interactions between teachers' beliefs and knowledge in the discipline, through synthesising the concept of amplifiers and filters of practice with the nature of D&T education. The proposed framework outlines the need to recognise individual teachers' conception of capability as a critical influence on enacted practice.

Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice

“…In contrast to the depiction of amplifiers and filters of practice in science education (Gess‐Newsome, ), Doyle et al . () theorised that technology teachers’ beliefs may have greater influence on the nature of enacted practices. Supported by the difficulties associated with the prescription of specific content knowledge for technology education practice (Williams, ; Kimbell, ), an ecologically situated model of enacted practice, teacher knowledge and teacher beliefs was proposed (Figure ).…”

“…Doyle et al . () assert that all of these factors must be considered in a comprehensive exploration of enacted practices, as only then may we understand the impediments to enacting curricular objectives in practice and in turn, strategically effect change.…”

“…Stemming from the nature of activity in technology education, the adopted framework facilitates a more robust exploration of enacted practices through recognition of the need to consider interactions between teachers' knowledge and beliefs, cognisant of both situational and systemic amplifiers and filters. Doyle et al (2019a) assert that all of these factors must be considered in a comprehensive exploration of enacted practices, as only then may we understand the impediments to enacting curricular objectives in practice and in turn, strategically effect change.…”

“…As a result of the complexities associated with the evolution of practices in technology education and the disciplinary considerations which may negate the application of existing approaches to exploring practices, Doyle et al . () developed an ecologically situated theoretical framework for the exploration of enacted practices in technology education. Drawing on research from multiple disciplines and research paradigms, the framework may be used in a variety of different ways.…”

“…This assertion is supported by De Miranda's (2018) exploration of the difficulties associated with the translation of pedagogical content knowledge (PCK) frameworks to technology education, where the need for a conceptual framework in the discipline was subsequently identified. As a result of the complexities associated with the evolution of practices in technology education and the disciplinary considerations which may negate the application of existing approaches to exploring practices, Doyle et al (2019a) developed an ecologically situated theoretical framework for the exploration of enacted practices in technology education. Drawing on research from multiple disciplines and research paradigms, the framework may be used in a variety of different ways.…”