Kind, V. (2009) 'Pedagogical content knowledge in science education : potential and perspectives for progress.', Studies in science education., 45 (2). pp. 169-204.
Pedagogical content knowledge (PCK), since its inception as teacher-specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.
|Keywords:||Science, Teacher education, Pedagogical content knowledge.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1080/03057260903142285|
|Date accepted:||No date available|
|Date deposited:||01 April 2011|
|Date of first online publication:||September 2009|
|Date first made open access:||No date available|
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