Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK

Alonzo, Alicia C.; Berry, Amanda; Nilsson, Pernilla

doi:10.1007/978-981-13-5898-2_12

Cited by 44 publications

(72 citation statements)

References 17 publications

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“…The underlying idea is the same as the idea of the RCM; situation‐specific skills are nearly identical to Alonzo et al's (2019) enacted PCK. However, in the sense of the MoC, a differentiation between CK, PK, and PCK makes sense.…”

Section: Theoretical Backgroundmentioning

confidence: 85%

“…Blömeke et al (2015) regard professional knowledge as the source (disposition) for action‐related skills. Alonzo et al's (2019) understanding of enacted PCK supports the hypothesis as well, as they assume personal PCK (pPCK) to be the source of enacted PCK (ePCK): “[…] these intuitive actions (planning, teaching, and reflecting) are all influenced by a science teacher's pPCK; however, at the moment, they exist as ePCK” (p. 274). The authors also assume that ePCK might influence pPCK by reflecting about situations: “A conscious process may transform ePCK into pPCK in a form that can be articulated by the teacher.…”

Section: Methodsmentioning

confidence: 94%

“…Paper‐and‐pencil tests are, however, common and suitable for measuring personal PCK. Alonzo et al (2019) describe a possible mechanism to transform personal PCK into enacted PCK; the former is the main source that affects the latter, however, through reflection in or on action, the reverse applies. The question of whether professional knowledge achieved in academic teacher education affects teachers' actions in the classroom—the core question to which this study wants to contribute—might be rephrased in terms of the RCM as follows: does personal PCK affect enacted PCK?…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…This question is at the core of the notion of science teachers' professional knowledge. Professional knowledge is assumed to be “abstract academic” knowledge that teachers need to achieve high‐quality “instructional practice” (Alonzo, Berry, & Nilsson, 2019; Kulgemeyer & Riese, 2018). Zeichner, Payne, and Brayko (2012) see the role of field experiences exactly as moderators for the theory‐practice gap: they are supposed to foster the transformation of knowledge achieved at the university into the skills necessary for the profession of a teacher in schools.…”

Section: Introductionmentioning

confidence: 99%

“…For the study reported in this article, professional knowledge is understood as the knowledge achieved in academic science teacher education (cf. personal pedagogical content knowledge (PCK; Alonzo et al, 2019)). It comprises CK, PCK, and pedagogical knowledge (PK; cf.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Professional knowledge affectsaction‐relatedskills: The development ofpreservicephysics teachers' explaining skills during a field experience

et al. 2020

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Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular instructional situation: explaining physics. Pre‐ and post a field experience (one semester), 47 preservice physics teachers from four different universities were tested for their content knowledge (CK), PCK, pedagogical knowledge (PK), and action‐related skills in explaining physics. The study showed that joint professional knowledge (the weighted sum of CK, PCK, and PK scores) at the beginning of the field experience impacted the development of explaining skills during the field experience (β = .38**). We interpret this as a particular relationship between professional knowledge and science teachers' action‐related skills (enacted PCK): professional knowledge is necessary for the development of explaining skills. That is evidence that personal PCK affects enacted PCK. In addition, field experiences are often supposed to bridge the theory‐practice gap by transforming professional knowledge into instructional practice. Our results suggest that for field experiences to be effective, preservice teachers should start with profound professional knowledge.

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Section: Theoretical Backgroundmentioning

confidence: 85%

Section: Methodsmentioning

confidence: 94%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Professional knowledge affectsaction‐relatedskills: The development ofpreservicephysics teachers' explaining skills during a field experience

et al. 2020

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Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

Großmann,

Krüger

2023

Science Education

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Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicable criteria, we developed the rubric to assess science lesson plans (RALP) to assess science teachers' lesson plan quality. We employed a mixed‐methods approach: First, we present multiple sources of validity evidence (based on test content, internal structure, relations to other variables, and consequences of testing) as mainly quantitative indicators for the quality of the RALP. Based upon that, we applied the RALP to lesson plans written by preservice and trainee science teachers (N = 100) and provided a qualitative analysis of six cases to illustrate common patterns in these lesson plans. Results indicate that teacher educators consider the RALP criteria (N = 24) relevant and objectively applicable. Correlation analyses of the scores and two teacher educators' holistic quality assessment of all lesson plans provide convincing evidence that the RALP can discriminate lesson plan quality levels. Moreover, comparisons between preservice science teachers and trainee science teachers reveal that trainee teachers score significantly higher than preservice teachers, indicating that the RALP is sensitive to differences in teaching and planning experience. The application and in‐depth analysis of three criteria of the RALP illustrate these differences in levels of planning quality. We discuss possible applications of the RALP in science teacher education and research in science teaching.

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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

et al. 2022

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This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed.

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Unpacking the Complexity of Science Teachers’ PCK in Action: Enacted and Personal PCK

Cited by 44 publications

References 17 publications

Professional knowledge affectsaction‐relatedskills: The development ofpreservicephysics teachers' explaining skills during a field experience

Professional knowledge affectsaction‐relatedskills: The development ofpreservicephysics teachers' explaining skills during a field experience

Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

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