Examining Pedagogical Content Knowledge

by Gess-Newsome, Julie; Lederman, Norman G.

• ISBN13: 9781402002755
• ISBN10: 1402002750
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Kluwer Academic Print on Demand

Summary

Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975. This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.

Table of Contents

Acknowledgments. Foreword

Introduction

Pedagogical Content Knowledge: An Introduction and Orientation

The Literature

The Complex Nature and Sources of Teachers' Pedagogical Knowledge

Secondary Teachers' Knowledge and Beliefs about Subject Matter and their Impact on Instruction

Nature, Sources and Development of Pedagogical Content Knowledge for Science Teaching

Domains of Teacher Knowledge

Emerging Lines of Research in Science Teacher Education

Assessment and Measurement of Pedagogical Content Knowledge

Changing our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science

Reconceptualizing Secondary Science Teacher Education

Pedagogical Content Knowledge and Co-Participation in Science Classrooms

Impacts of PCK on the Development of Science Teacher Education Programs

Constructing a Framework for Elementary Science Teaching Using Pedagogical Content Knowledge

Incorporating Subject Matter Specific Teaching Strategies into Secondary Science Teacher Preparation

The TRIAD Approach: A Consensus for Science Teaching and Learning

Notes on Contributors

First Author Index

Subject Index

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