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

Kind, Vanessa; Chan, Kin-man

doi:10.1080/09500693.2019.1584931

Cited by 54 publications

(50 citation statements)

References 29 publications

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“…A reason for this claim is the existing relationship between the knowledge facets. For example, CK and PK have been identified as components of PCK, but solely addressing CK and PK is not sufficient to develop PCK (e.g., Kleickmann et al, 2017;Kind and Chan, 2019). Furthermore, explicitly addressing PCK has also proven to be effective for the development of PCK (Tröbst et al, 2019).…”

Section: Development Of Professional Knowledge In Teacher Educationmentioning

confidence: 99%

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

Kramer¹,

Förtsch²,

Neuhaus³

2021

Front. Educ.

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For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study (N = 118 pre-service biology teachers), we investigated the effects of separated instruction (knowledge facets were treated successively without linking) or integrated instruction (knowledge facets were presented in an interrelated way) on PK, CK, PCK and the application of PCK in a video-based assessment tool in comparison to a control group (receiving no instruction). Both pathways of instruction were provided by a lecturer on the curricular topic of senses and sensory organs, exemplified for the topic skin. Results point to the effectiveness of both ways of instruction in terms of knowledge increases for CK and PCK. In addition, working with the video-based assessment tool may have had an additional effect on PCK. No effects for PK could be found, possibly due to a ceiling effect. Moreover, there was no effect of the intervention on the application of PCK. However, tendencies in descriptive results indicating a possible advantage concerning separated or integrated instruction with regard to CK and PCK are discussed. Overall, our results indicate that the use of video-based tools can complement instructional approaches to knowledge acquisition.

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Section: Development Of Professional Knowledge In Teacher Educationmentioning

confidence: 99%

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

Kramer¹,

Förtsch²,

Neuhaus³

2021

Front. Educ.

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“…PCK samspelar med både PK och CK och innebär lärares kunskap att i sin undervisning göra ämneskunskaper tillgängliga för elever. I en ny artikel som sammanfattar ett temanummer av tidskriften International Journal of Science Education om just PCK, diskuterar Kind och Chan [1] förhållandet mellan PCK, PK och CK. De tar även upp hur de tre komponenterna utvecklas hos ämneslärare under karriären och deras påverkan på elevers lärande.…”

Section: Pedagogisk Innehållskunskap -Där äMneskunskap Möter Pedagogiunclassified

“…Ytterligare komponenter i PCK, utöver kunskap om undervisningsstrategier och elevers begreppsförståelse, är kunskap om styrdokument respektive bedömning i relation till det specifika ämnesinnehållet [2]. Kind och Chan, 2019, s. 967 [1] och Nilsson och Karlsson, 2019, s. 420 [2]).…”

Section: Pedagogisk Innehållskunskap -Där äMneskunskap Möter Pedagogiunclassified

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CoRe – ett didaktiskt verktyg för planering och professionsutveckling

Sjöström¹

2019

ATENA

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Artikeln beskriver ny forskning kring det didaktiska reflektionsverktyget CoRe (Content Representations) och behandlar även verktygets grund i Pedagogical Content Knowledge (PCK). Det sistnämnda myntades av Shulman i mitten av 1980-talet och kan översättas till pedagogisk innehållskunskap. CoRe kan användas både för undervisningsplanering och för att identifiera och utveckla lärares PCK. Det hjälper dem att göra detaljerade beskrivningar av svaren på de didaktiska frågorna i relation till bärande idéer (Big Ideas) inom ett specifikt ämnesområde. En CoRe består av åtta reflektionsfrågor. I slutet av artikeln jämförs CoRe-frågorna med Klafkis fem frågeområden för en bildningsorienterad ämnesundervisning. Utifrån denna jämförelse föreslås en vidgad syn på såväl CoRe som PCK.

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“…The pedagogical content of knowledge is a special combination of content and pedagogy, uniquely constructed by teachers, and thus represents the most important component of the teacher-student relationship in the development of interpersonal skills. It consists of an integrated knowledge that represents the wisdom accumulated, the knowledge of other people's experiences and the experiences of the teacher and the students [13,14]. The development of the pedagogical content of knowledge is influenced by factors related to the personal background of the teacher.…”

Section: Introductionmentioning

confidence: 99%

Development of teachers’ professional skills in education for sustainable development

et al. 2021

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The article considers the skills and features of the personal development of a teacher in education for sustainable development (ESD). It contemplates over the influence of age differences on the formation of the professional and communicative culture of a specialist in higher education. Moreover, it describes the necessary conditions for the professional formation of the professional and communicative culture of a teacher in the development and promotion of her or him as a professional that is capable of raise the environmental awareness in students and help them to nourish their sustainable citizenship. In addition, it discusses the role of teacher training in education for sustainable development and stresses the importance of reorienting teacher training to take sustainability into account in the context of education policy and the implementation of the Sustainable Development Goals (SDGs).

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

Cited by 54 publications

References 29 publications

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

CoRe – ett didaktiskt verktyg för planering och professionsutveckling

Development of teachers’ professional skills in education for sustainable development

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