Pedagogical Content Knowledge in science education: potential and perspectives for progress

Kind, V.

doi:10.1080/03057260903142285

Pedagogical Content Knowledge in science education: potential and perspectives for progress

Kind, V.

Authors

Professor Vanessa Kind vanessa.kind@durham.ac.uk
External Examiner (PGR)

Abstract

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.

Citation

Kind, V. (2009). Pedagogical Content Knowledge in science education: potential and perspectives for progress. Studies in Science Education, 45(2), 169-204. https://doi.org/10.1080/03057260903142285

Journal Article Type	Article
Publication Date	Sep 1, 2009
Deposit Date	Mar 24, 2010
Publicly Available Date	Apr 1, 2011
Journal	Studies in Science Education
Print ISSN	0305-7267
Electronic ISSN	1940-8412
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	45
Issue	2
Pages	169-204
DOI	https://doi.org/10.1080/03057260903142285
Keywords	Science, Teacher education, Pedagogical content knowledge.
Publisher URL	http://www.informaworld.com/smpp/content~db=all~content=a914140747