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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...
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... Shulman (1987) introduced the notion of teaching as a 'transformation' of an understanding of subject matter into content accessible to students. He identifies multiple additional knowledge bases needed by a teacher to realise this transformation ( Figure 1). Besides content knowledge (CK) and (general) pedagogical knowledge (PK), these com- prise knowledge of curriculum, learners and their characteristics, educational contexts, educational ends, purposes and values, and PCK. ...
Context 2
... Shulman (1987) introduced the notion of teaching as a 'transformation' of an understanding of subject matter into content accessible to students. He identifies multiple additional knowledge bases needed by a teacher to realise this transformation ( Figure 1). Besides content knowledge (CK) and (general) pedagogical knowledge (PK), these com- prise knowledge of curriculum, learners and their characteristics, educational contexts, educational ends, purposes and values, and PCK. ...
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... ▪ Cunoașterea curriculumului la știinţe Cunoașterea curriculumului la știinţe include: a) scopurile și obiectivele educaţionale indicate în documentele oficiale și b) programe școlare specifice. Cunoașterea curriculumului este considerată o componentă a cunoașterii pedagogice a conţinuturilor, Figura 2. Transformarea conţinutului știinţific în conţinut didacticizat [14]. întrucat este specifică profesorilor de specialitate, nu pedagogilor. ...
The new educational standards for pre-university science learning were proposed in 2012 in the United States, comprising three dimensions for science learning: scientific and engineering practices, crosscutting concepts and disciplinary core ideas. In 2014, J. Osborne emphasized the fact that teaching and evaluating the scientific practices involves the development of pedagogical content knowledge of teachers. In the model proposed by Magnusson el al., pedagogical content knowledge of science teachers includes orientation towards science teaching; knowledge and beliefs about the curriculum; knowledge and beliefs about how students understand science; knowledge and beliefs about assessment methods in science; knowledge and beliefs about instructional strategies used in science teaching. Orientation towards teaching science shapes the other components. In this article it is discussed how the components of pedagogical content knowledge might develop when teachers teach and assess scientific practices.
... According to Etkina (2010), "deep content knowledge is a necessary condition for the development of PCK" (p. 2). Research in mathematics education (Caparo et al., 2005), science education (Etkina, 2010;Neumann et al., 2019), and agricultural education (Rice & Kitchel, 2015;Wooditch et al., 2018) broadly supports this contention. Grossman et al. (1989) highlighted the importance of CK when they stated, "Good teachers not only know their content but know things about their content that make effective instruction possible'' (p. ...
The purpose of this study was to determine selected Arkansas school-based agricultural education (SBAE) teachers’ perceptions of the importance, ability to teach, inservice needs, and barriers relative to incorporating precision agriculture (PA) into their programs. A non-probability sample (n = 44) of teachers participating in an introductory PA workshop completed the survey. Teachers rated each of the PA competencies as being above average or high importance but rated their ability to teach each competency as being none or below average. When competencies were grouped into seven PA topics, teachers had inservice needs for each topic with mean weighted discrepancy scores (MWDSs) ranging from 8.16 (guidance and autosteering systems) to 11.81 (geographic information systems). Years teaching experience, row-crop experience, and experience with PA had negligible to substantial negative correlations with inservice needs in each PA topic. A majority of teachers rated the lack of equipment (86.3%), curriculum materials (84.1%), personal knowledge (81.9%), and inservice opportunities (63.7%) as being either moderate or serious barriers to incorporating PA into their programs. These results indicated a perceived need for inservice education in PA, provided insight into priority topics, and identified potential barriers to incorporating PA into the curriculum.
... 14 The development of cognitive structure is impacted by the student's self-regulated learning strategies 15 as well as factors related to instructional design 16 and both the instructor's content and pedagogical content knowledge. 17 Cognitive structure notably plays an important role in the development of domain expertise and in differentiating students from experts, 18 with students developing increasing correspondence with those of the instructor throughout the duration of a course. 19 Physiotherapy students, much like other health professions students, are often overwhelmed by the volume of the material and lack confidence in understanding how to learn anatomy. ...
Cognitive structures are the mental representation of domain knowledge and its organization. A preliminary investigation of the cognitive structure of gross anatomy knowledge was conducted on physiotherapy students. The criterion‐related validation study examined two data modeling strategies (multidimensional scaling and Pathfinder networks) as potential visual and quantitative representations of cognitive structure. Two criterion standards were used: expert cognitive structure (concurrent) and the student's unit grade (predictive). The raw data for both data modeling strategies were generated from an online survey of paired comparisons of 20 anatomical structures and concepts relevant to musculoskeletal clinical practice. Convenience sampling was used to recruit first‐semester physiotherapy students (n = 31), gross anatomy course instructors (n = 4), and domain experts (n = 3) who completed the online survey. The results indicated moderate‐to‐high effect sizes, regarding the level of agreement (reliability, accuracy, and association) between student and expert cognitive structures. Multiple regression analysis was performed to examine the potential relationships with unit grades. Six predictor variables accounted for 68.9% of the variance in unit grade, indicating a large effect size. The results provide preliminary evidence of concurrent and predictive criterion‐related validity for using data modeling strategies to represent cognitive structure in this knowledge domain and population. Further research is indicated to assess the potential impact of this innovative use of data modeling strategies for cognitive structure mapping on gross anatomy education, adaptive learning, and competency‐based education, leading to the long‐term development of expertise.
... Since its introduction, PCK has become a widely applicable academic construct (Ayers, 2015(Ayers, , 2016(Ayers, , 2017(Ayers, , 2018Ball, 1993;Ball et al., 2008;Davies and Brant, 2006;Deng, 2018Deng, , 2020Hashweh, 2005;Joshi and Marri, 2006;Kind and Chan, 2019;Mishra and Koehler, 2006;Neumann et al., 2019;Unwin, 2007). For example, Ball (1993) and Ball et al. (2008) refine PCK to include the following four domains: horizon content knowledge, specialised content knowledge, knowledge of content and teaching, and knowledge of content and students. ...
How can creative teaching in economics education be identified and explored? A construct that assists understanding in this area is pedagogical content knowledge (PCK). It represents the merging of content and pedagogy to understand how particular topics or lessons are organised, represented, and adapted to students’ diverse interests and abilities. This paper draws upon the author's research that explores teaching and learning in school economics to discuss this epistemological concept that blends the traditionally separated knowledge bases of content and pedagogy. The research involved interviewing and observing school economics teachers and student focus group interviews. Thematic analysis was employed to analyse the data. In this paper, I discuss the emergent theme of how teachers communicated their understanding of subject knowledge by developing their PCK to engage their students in learning. The considerations raised can assist lecturers, teachers, teacher educators, and researchers in enacting the teaching and learning process in economics and other disciplines.
... The concept of "professional knowledge" reflects a complicated foundation that teachers need in order to effectively engage in the process of teaching (Fischer et al., 2012). In 1986, Shulman published the first theoretical framework that is extremely valuable in enhancing the professional knowledge of teachers (Neumann et al., 2019). Shulman initiated the exploration of teacher professional knowledge, identifying various knowledge bases like content and general pedagogical knowledge (Neumann et al., 2019;Shulman, 19876). ...
... In 1986, Shulman published the first theoretical framework that is extremely valuable in enhancing the professional knowledge of teachers (Neumann et al., 2019). Shulman initiated the exploration of teacher professional knowledge, identifying various knowledge bases like content and general pedagogical knowledge (Neumann et al., 2019;Shulman, 19876). Subsequently, in 1987, the framework was broadened by including seven essential elements. ...
... In international literature, there is evidence that professional knowledge has been explored across various fields such as mathematics, science, history, and literature (Mishra, 2020;Neumann et al., 2019;Tuithof et al., 2021;Van Sledright, 2014). However, when it comes to the field of environmental education, the research landscape is relatively limited (Lee et al., 2018;Yolcu et al., 2022). ...
The significance of environmental education has become more evident, driven by global concerns surrounding climate change. In Vietnam, a country facing significant environmental challenges, developing environmental knowledge of elementary school teachers is crucial. This study aimed to validate a questionnaire for assessing professional knowledge of elementary school teachers in teaching environmental issues, originally designed in the Korean context. Recognizing the need for adaptation to the Vietnamese educational system, language, and local environmental issues, the initial 39-item questionnaire underwent a validation process. A total of 86 elementary school teachers participated in the construct validity and reliability, while eight qualified professionals evaluated the content validity. The results indicated that content validity indices for each item ranged from .88 to 1.00, and a scale-content validity index was .90. Exploratory factor analysis confirmed construct validity, organizing the 27 items into seven dimensions. The Cronbach’s ⍺ coefficient was .86, which confirmed the questionnaire demonstrated a high level of reliability. Therefore, it is a reliable instrument for assessing elementary school teachers’ professional knowledge in teaching environmental issues, which is relevant in the Vietnamese context. The validated instrument supports the development of professional development programs and contributes to the broader goal of enhancing environmental education in Vietnam. Keywords: elementary teachers, environmental education, instrument development, professional knowledge
... As Park and Oliver (2008) point out, pedagogical content knowledge is a core element of a teacher's professional competence. It includes an understanding of concepts, principles, theories, skills, and methods related to a specific discipline, as well as knowledge and skills related to the teaching process (e.g., understanding instructional strategies, teaching methods, student learning characteristics, assessment techniques, and classroom management), the interplay between content and instructional methods, and an awareness of student learning difficulties and misconceptions (Shulman, 1986;Shulman, 1987;Neumann et al., 2019). Teachers need to have a deep understanding of not only subject matter knowledge but also relevant pedagogical methods and skills. ...
Pedagogical Content Knowledge (PCK) is crucial for effective teaching, but it is a complex and implicit knowledge, especially in chemistry education. Therefore, this study explores the use of the LBCD (Learning by Collaborative Design) model to support PCK development among pre-service chemistry teachers. This study adopted a one-group pretest-posttest experimental design, conducting the intervention with 210 participants. After data collection, the study first conducted exploratory and confirmatory factor analyses on the pre-and post-test data, confirming the good reliability and validity of the designed chemistry PCK questionnaire. Additionally, paired sample t-tests were used to measure pre-service teachers' PCK development in dimensions of CTO, KOA, KOC, KOL, and KOS. Furthermore, unstructured interviews helped to further clarify the participants’ views of the effectiveness of the LBCD curriculum. The results showed that the developed chemistry PCK questionnaire and the LBCD model had a significant statistical impact on the PCK elements development among pre-service teachers, although the development of these elements was not balanced. Finally, the study provides suggestions for the measurement of PCK elements, as well as chemistry teacher education, such as applying the LBCD model to different teacher groups and testing PCK element models using the methods of this study. Keywords: chemistry preservice teachers, experimental design, LBCD curriculum model, PCK development
... One aspect that can be examined in the future is how this new version of the RCM can visualise the relationship with other types of teachers' knowledge, especially SMK. Studies conducted in the past ten years have shown a complex relationship between SMK and some components of PCK (Kind & Chan, 2019;Neumann et al., 2018;Rollnick, 2017), especially students' knowledge of learning (Hartelt et al., 2022;Lucero et al., 2017). As mentioned above, future research should explore whether this new Mixed Model can also be useful for studying ePCK and its relationship with the other realms of PCK. ...
... We agree that language and culture should be highlighted in such models. However, we center our framework on cultivating disciplinary content and build upon [16]'s foundational framework, further refined through subsequent research in the fields of mathematics [22,23] and science [24][25][26]. Pedagogical knowledge (PK), as broadly outlined in [16]'s initial works, encompasses general teaching knowledge, including theories of teaching and learning, in addition to strategies for optimal classroom management [24,27]. PK serves as a crucial element in professional development for content teachers of ELs, aiding them in understanding how students assimilate both content and language, which in turn influences their teaching strategies [28]. ...
... However, we center our framework on cultivating disciplinary content and build upon [16]'s foundational framework, further refined through subsequent research in the fields of mathematics [22,23] and science [24][25][26]. Pedagogical knowledge (PK), as broadly outlined in [16]'s initial works, encompasses general teaching knowledge, including theories of teaching and learning, in addition to strategies for optimal classroom management [24,27]. PK serves as a crucial element in professional development for content teachers of ELs, aiding them in understanding how students assimilate both content and language, which in turn influences their teaching strategies [28]. ...
Background: The increasing presence of English learners (ELs) in U.S. schools underscores the need for effective instructional strategies tailored to their diverse needs, especially in STEM subjects. Previous research primarily focused on self-reported teacher knowledge and specific curricular programs, often neglecting the integration of content and language knowledge. The study aimed to evaluate the impact of a professional development (PD) program aligned with a previously reported teacher training knowledge framework aimed at improving bilingual/ESL teachers’ subject matter knowledge (SMK), pedagogical knowledge (PK), and disciplinary literacy knowledge (DLK). Methods: This study employed a quasi-experimental design involving 30 teachers in three cohorts, each experiencing different levels of subject matter and disciplinary literacy knowledge. The program was assessed over four time points using multiple-choice tests on math and science knowledge and an instructional strategy rubric to evaluate teaching quality. Results: Significant improvements were observed in both content knowledge and instructional quality across all cohorts, with the greatest gains in cohorts that started the PD with a focus on SMK. Teachers’ understanding of disciplinary literacy and its integration with subject matter knowledge significantly enhanced their teaching effectiveness. Conclusions: The findings suggest that structured PD programs that integrate disciplinary literacy with content knowledge effectively enhance teacher professional knowledge and classroom practices. Starting PD with a strong focus on content knowledge prepares teachers to better apply disciplinary literacy strategies, thereby supporting more effective instruction for ELs. Implications: This study highlights the importance of considering the sequence of professional learning and the integration of content and disciplinary literacy strategies in PD programs. Future PD efforts should focus on these elements to maximize the impact on teacher development and student outcomes in bilingual/ESL settings.
... The dynamic relationships among some components of GPK, such as how to address individual developmental differences and how to use child-appropriate instructional methods, have also been partially explored and analyzed. The complexity within the intercorrelations of GPK components needs further investigation [11,43,44]. Professionals in the education field in China and other EFL settings can leverage these recognized categories and subcategories of GPK to enhance knowledge-based ECE teacher education programs and curricula. ...
There is limited understanding of the general pedagogical knowledge (GPK) of early childhood education (ECE) teachers who teach English as a foreign language (EFL). This study therefore explored GPK categories and subcategories in six Chinese ECE EFL teachers using stimulated recall classroom observation. The deductive and inductive data analysis revealed that GPK consists of four categories and ten subcategories. The four knowledge categories were child development, the objectives and content of teaching, the act of teaching, and classroom management. Additionally, the study found that the novice teachers had similarities with the experienced teachers in number and type of GPK. The study also found differences: the subcategory how to use child-appropriate instructional methods was top for the experienced teachers, but not for the novice teachers; the novice teachers mentioned classroom management more than the experienced teachers; the novice teachers showed a negative tendency toward the act of teaching, while the experienced teachers were positive. The implications are discussed.
... The need for teachers to be active participants and co-constructors in PL projects, rather than passive receivers, has been emphasized as a way to achieve long-term impact on teaching (Nilsson, 2014). There are several models used to provide guidance to education researchers studying for example teacher knowledge, however, there have been calls for more research that test the models together with teachers (Neumann et al., 2019), and/or develop models in collaboration with teachers (Wickman et al., 2018). In addition, it has been suggested that topic-specific professional development efforts are more efficient than focusing on general teaching strategies (Gess-Newsome, 2015). ...
... Magnusson's model includes nine different orientations to teaching science, or views of what is important in science education: Academic rigor, Didactic (American version of the concept), Activity-driven, Process, Guided inquiry, Inquiry, Conceptual change, Discovery, and Project-based science. Orientation to teaching science is used to illustrate teachers' goals and purposes of science teaching, views of science, and beliefs about science education (Hume et al., 2019), which are all believed to have a substantial impact on a teacher's science teaching practices (Neumann et al., 2019). Teachers are not believed to have one specific orientation but rather have a more generalized orientation consisting of two or more orientations which guides their teaching practices (Friedrichsen & Dana, 2005). ...
This thesis is about the pedagogical considerations and decisions that upper primary school teachers (students age 10-12) engage with as they plan and conduct teaching in science class. It is also about the factors that have an impact on these considerations and decisions. Science education in upper primary school has been neglected in Sweden and internationally, in both research and development efforts. These years are important because children of upper primary school age are often interested in science, yet they are challenged by for example the presence of more abstract concepts in grade 4 which might negatively affect their science interest. Sociocultural perspectives, curriculum theory, and science didactics are the theoretical points of departure and have guided the planning and implementation of my research as well as the analytical process. By conducting three qualitative studies, consisting of interviews, classroom observations, document reviews, and a practice-based research and development project, I gathered useful and diverse empirical data to enable exploration of current upper primary school science education. 14 teachers were interviewed, an intrinsic case study of one grade six science class’ work on a whole topic (seven weeks) was conducted, and curriculum and planning documents from one teacher were gathered. In addition four science teachers from different grade levels (4-6 and 7-9) were invited and participated in pedagogical discussions to contribute knowledge about teachers’ collaboration on didactical questions related to continuity in science education. I used qualitative thematic and content analysis to analyze the empirical material from the three studies. The results show that upper primary school teachers place a lot of effort and time into planning and conducting a varied science instruction. They also express and show a great deal of care for and encouragement of their students in science class. In terms of factors that have an impact on the pedagogical considerations and decisions of teachers in upper primary school science, all three studies shared the main results. The following aspects were prominent in terms of the teachers’ views and actions: the view of science as a set of static and irrefutable facts, a high regard for the factual content of science curriculum, and varied views of the purpose of practical work in science education. In comparison with previous research, the findings presented in this thesis suggest that teaching practices in upper primary school are often in line with an academic tradition and a view of science as authoritative. Further, the finding that many of the participating teachers often refer to the extensive core content found in science curriculum and emphasize the pressure that this places on them, implies that the purpose of qualification is predominant in their view of the purpose of science education.
