Pedagogical content knowledge in science education : potential and perspectives for progress.
Online Access
http://dro.dur.ac.uk/6634/https://dx.doi.org/10.1080/03057260903142285
http://dro.dur.ac.uk/6634/1/6634.pdf
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.Date
2009-09-01Type
ArticleIdentifier
oai:dro.dur.ac.uk.OAI2:6634dro:6634
issn: 1940-8412
doi:10.1080/03057260903142285
http://dro.dur.ac.uk/6634/
http://dx.doi.org/10.1080/03057260903142285
http://dro.dur.ac.uk/6634/1/6634.pdf
DOI
10.1080/03057260903142285ae974a485f413a2113503eed53cd6c53
10.1080/03057260903142285