Probing the Amalgam: The Relationship between Science Teachers' Content, Pedagogical and Pedagogical Content Knowledge

Autor/inn/en	Neumann, Knut; Kind, Vanessa; Harms, Ute
Titel	Probing the Amalgam: The Relationship between Science Teachers' Content, Pedagogical and Pedagogical Content Knowledge
Quelle	In: International Journal of Science Education, 41 (2019) 7, S.847-861 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neumann, Knut) ORCID (Kind, Vanessa) ORCID (Harms, Ute)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1497217
Schlagwörter	Correlation; Science Teachers; Science Instruction; Pedagogical Content Knowledge; Knowledge Level; Secondary School Teachers; Secondary School Science; Foreign Countries; Preservice Teachers; Inservice Teacher Education; Preservice Teacher Education; Germany + Suchen Sie Ihr Suchwort? Korrelation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Wissensbasis; Ausland; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Deutschland
Abstract	This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students' learning. Since Shulman's introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, 'consensus' model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an 'amalgam' of content and pedagogical knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01