Situated and Dynamic versus Declarative and Static Forms of Pedagogical Content Knowledge: An Evaluation of the Differences in Test Reactions and Performance

Autor/inn/en	She, Jianyun; Chan, Kennedy Kam Ho
Titel	Situated and Dynamic versus Declarative and Static Forms of Pedagogical Content Knowledge: An Evaluation of the Differences in Test Reactions and Performance
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 3, S.568-607 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (She, Jianyun) ORCID (Chan, Kennedy Kam Ho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21810
Schlagwörter	Pedagogical Content Knowledge; Science Teachers; Teacher Evaluation; Science Tests; Scores; Test Wiseness; Teacher Response; Video Technology; Test Anxiety; Test Construction; Test Validity + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher appraisal; Lehrerbeurteilung; Lehrerkommentar; Examination phobia; Testangst; Prüfungsangst; Testaufbau; Testvalidität
Abstract	Pedagogical content knowledge (PCK) is an important target of science teacher knowledge assessment. Most studies that have assessed the PCK across a large sample of science teachers used a text-based approach to elicit and assess the more declarative and static form of teachers' PCK. Recently, small-scale qualitative studies have adopted a novel video-based approach to characterize the more situated and dynamic form of PCK underpinning a teacher's in-the-moment pedagogical reasoning. In this relatively large-scale mixed-methods study, these two approaches to assessing PCK were compared. Specifically, a counterbalanced design was adopted to compare the test scores of 147 Grade 7 biology teachers in a video-based PCK test with those of the same teachers in a text-based PCK test with the same content. A subgroup of teachers (N = 30) with different levels of PCK was interviewed to further understand their reactions to the test and how these might have affected their test performance. The results of paired-samples t tests showed that the teachers' PCK scores in the two types of test were significantly correlated, but their scores were significantly lower in the video-based test. In terms of teacher reactions, although the teachers considered both types of test to be fair, they regarded the video-based test as more authentic and more closely related to their job demands. The teachers reported putting more effort into the video-based test and feeling more immersed and engaged, but also experiencing greater cognitive demand and a higher level of anxiety. A multiple regression analysis revealed that the cognitive demand perceived by the teachers significantly predicted their PCK scores in the video-based test. The findings have implications for the valid design of video-based PCK tests. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01