Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

Autor/inn/en	Hayden, H. Emily; Eades Baird, Michelle
Titel	Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education
Quelle	In: Pedagogies: An International Journal, 13 (2018) 1, S.36-55 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayden, H. Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2017.1376671
Schlagwörter	Pedagogical Content Knowledge; Grounded Theory; Grade 7; Science Teachers; Science Instruction; Interviews; Teaching Methods; Longitudinal Studies; Coding; Knowledge Level; Faculty Development; Equal Education; Misconceptions + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Codierung; Programmierung; Wissensbasis; Missverständnis
Abstract	Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to specify ways one 7th-grade science teacher enacted PCK to advance student learning. With the definition of PCK as knowledge at the intersection of content and teaching, we utilised a framework for science PCK to explore instructional decision-making. Interviews conducted over three years revealed specific ways the teacher enacted PCK by designing and delivering instruction built on each of the seven conceptual science PCK components. The teacher enacted PCK to plan and deliver instruction that was responsive, adaptive, and considerate of changing needs of students and the changing classroom landscape. She infused PCK into instructional decision-making, instructional interactions, and mentoring of a student teacher, modelling the translation of educational theory into practice and habits of mind necessary for expert teaching. This enactment actively refutes Settlage's critiques, and depicts PCK as a vibrant and effective stance for teaching that enhances learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01