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Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals

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Abstract

The purpose of this study was to rethink the conceptualization of pedagogical content knowledge based on our descriptive research findings and to show how this new conceptualization helps us to understand teachers as professionals. This study was a multiple case study grounded in a social constructivist framework. Data were collected from multiple sources and analysed using three approaches: (a) constant comparative method, (b) enumerative approach, and (c) in-depth analysis of explicit PCK. The results indicated that (a) PCK was developed through reflection-in-action and reflection-on-action within given instructional contexts, (b) teacher efficacy emerged as an affective affiliate of PCK, (c) students had an important impact on PCK development, (d) students’ misconceptions played a significant role in shaping PCK, and (e) PCK was idiosyncratic in some aspects of its enactment. Discussion centres on how these five aspects are related to teacher professionalism.

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Acknowledgment

This research was supported by a grant from the Department of Education. However, the contents of this article do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the US Federal Government.

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Authors and Affiliations

  1. Teaching and Learning, University of Iowa, N278 Lindquist Center, Iowa City, IA, 52242, USA

    Soonhye Park

  2. Mathematics and Science Education, University of Georgia, 212 Aderhold Hall, Athens, GA, 30602, Greece

    J. Steve Oliver

Authors
  1. Soonhye Park
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  2. J. Steve Oliver
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Correspondence to Soonhye Park.

Appendices

Appendix A

PCK Evidence Reporting Table

Appendix B

An Example of the In-depth Analysis of Explicit PCK

Lucy; AP chemistry; Crime lab (to identify unknown compounds found in a scene of crime)

Orientation to ST Orientation to science teaching; K of As knowledge of assessment; K of SC knowledge of science curriculum; K of SU knowledge of student understanding; K of IS/R knowledge of instructional strategies and representations

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Park, S., Oliver, J.S. Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Res Sci Educ 38, 261–284 (2008). https://doi.org/10.1007/s11165-007-9049-6

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  • DOI: https://doi.org/10.1007/s11165-007-9049-6

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