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Studies in Science Education Volume 45, 2009 - Issue 2
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Articles

Pedagogical content knowledge in science education: perspectives and potential for progress

Vanessa Kind Durham University, Durham, UKCorrespondence[email protected]
Pages 169-204 | Received 15 Jan 2007, Accepted 02 Jun 2009, Published online: 24 Aug 2009
 
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Abstract

Pedagogical content knowledge (PCK), since its inception as teacher‐specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.

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