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ERIC Number: EJ870642
Record Type: Journal
Publication Date: 2009-Sep
Pages: 36
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0305-7267
Pedagogical Content Knowledge in Science Education: Perspectives and Potential for Progress
Kind, Vanessa
Studies in Science Education, v45 n2 p169-204 Sep 2009
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. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A