Citations (67)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (22)
Seyyed Mohammad Reza Adel & Mostafa Azari Noughabi. (2023) Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers. Pedagogies: An International Journal 18:3, pages 352-373.
Read now
Read now
Kennedy Kam Ho Chan. (2022) A critical review of studies using the pedagogical content knowledge map approach. International Journal of Science Education 44:3, pages 487-513.
Read now
Read now
Esha Narayan, Sally Birdsall & Kerry Lee. (2020) Developing a context specific PCK model for kitchen-garden learning programmes. Asia-Pacific Journal of Teacher Education 48:2, pages 112-131.
Read now
Read now
Melanie Nind. (2020) A new application for the concept of pedagogical content knowledge: teaching advanced social science research methods. Oxford Review of Education 46:2, pages 185-201.
Read now
Read now
Sinem Uner & Huseyin Akkus. (2019) Secondary students’ perceptions of their teachers’ pedagogical content knowledge: a scale development study. Teacher Development 23:5, pages 566-587.
Read now
Read now
John Loughran. (2019) Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching 25:5, pages 523-535.
Read now
Read now
Franz-Josef Scharfenberg & Franz X. Bogner. (2019) A Role-Play-Based Tutor Training in Preservice Teacher Education for Developing Procedural Pedagogical Content Knowledge by Optimizing Tutor–Student Interactions in the Context of an Outreach Lab. Journal of Science Teacher Education 30:5, pages 461-482.
Read now
Read now
Knut Neumann, Vanessa Kind & Ute Harms. (2019) Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education 41:7, pages 847-861.
Read now
Read now
Mikael Jonasson. (2019) Ethnographical mapping of thick places – teaching and learning practices in teacher training schools. Ethnography and Education 14:1, pages 16-33.
Read now
Read now
Eldris Con Aguilar, Emma Slayton & Corinne L. Hofman. (2018) Exploring the concept of teaching sea travel: Experiences from Valverde and Montecristi, Dominican Republic. Journal of Community Archaeology & Heritage 5:3, pages 182-197.
Read now
Read now
H. Emily Hayden & Michelle Eades Baird. (2018) Not a stale metaphor: the continued relevance of pedagogical content knowledge for science research and education. Pedagogies: An International Journal 13:1, pages 36-55.
Read now
Read now
Y. Soysal. (2018) An exploration of the interactions among the components of an experienced elementary science teacher’s pedagogical content knowledge. Educational Studies 44:1, pages 1-25.
Read now
Read now
Ian Mitchell, Stephen Keast, Debra Panizzon & Judie Mitchell. (2017) Using ‘big ideas’ to enhance teaching and student learning. Teachers and Teaching 23:5, pages 596-610.
Read now
Read now
Paulina Bravo & Hernán Cofré. (2016) Developing biology teachers’ pedagogical content knowledge through learning study: the case of teaching human evolution. International Journal of Science Education 38:16, pages 2500-2527.
Read now
Read now
Stefannie de Sá Ibraim & Rosária Justi. (2016) Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme. International Journal of Science Education 38:12, pages 1996-2025.
Read now
Read now
Marian Blankman, Judith Schoonenboom, Joop van der Schee, Marianne Boogaard & Monique Volman. (2016) Learning to teach geography for primary education: results of an experimental programme. Journal of Geography in Higher Education 40:3, pages 425-441.
Read now
Read now
Anna Bergqvist, Michal Drechsler & Shu-Nu Chang Rundgren. (2016) Upper Secondary Teachers' Knowledge for Teaching Chemical Bonding Models. International Journal of Science Education 38:2, pages 298-318.
Read now
Read now
Ridwan Maulana, Marie-Christine Opdenakker & Perry den Brok. (2015) Within-year changes of lesson structure: an exploration of pedagogical functions of lessons by means of multilevel growth curve modelling in Indonesia. Teachers and Teaching 21:7, pages 843-866.
Read now
Read now
Marian Blankman, Joop van der Schee, Monique Volman & Marianne Boogaard. (2015) Primary teacher educators’ perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training. International Research in Geographical and Environmental Education 24:1, pages 80-94.
Read now
Read now
Pernilla Nilsson. (2014) When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study. International Journal of Science Education 36:11, pages 1794-1814.
Read now
Read now
Lee Rusznyak. (2011) Learning to explain: How student teachers organise and present content knowledge in lessons they teach. Education as Change 15:sup1, pages S95-S109.
Read now
Read now
Lee Rusznyak & Elizabeth Walton. (2011) Lesson planning guidelines for student teachers: A scaffold for the development of pedagogical content knowledge. Education as Change 15:2, pages 271-285.
Read now
Read now
Articles from other publishers (45)
Megan Burton, Cathrine Maiorca & Lucretia Octavia Tripp. (2022) The Relationship between Teacher Candidates’ Affective Dispositions and Instructional Planning Actions in STEM. Education Sciences 12:2, pages 82.
Crossref
Crossref
Lee Rusznyak. 2022. Pedagogical Responsiveness in Complex Contexts. Pedagogical Responsiveness in Complex Contexts
111
131
.
Stefannie de Sá Ibraim & Rosária Justi. (2019) Discussing Paths Trodden by PCK: an Invitation to Reflection. Research in Science Education 51:S2, pages 699-724.
Crossref
Crossref
Ayelet Becher & Adam Lefstein. (2020) Teaching as a Clinical Profession: Adapting the Medical Model. Journal of Teacher Education 72:4, pages 477-488.
Crossref
Crossref
Ali Yiğit Kutluca. (2021) An investigation of elementary teachers' pedagogical content knowledge for socioscientific argumentation: The effect of a learning and teaching experience. Science Education 105:4, pages 743-775.
Crossref
Crossref
Elif AKŞAM & Ali Yiğit KUTLUCA. (2021) OKUL ÖNCESİ ÖĞRETMENLERİNİN FEN ÖĞRETİMİ UYGULAMALARININ TEORİK VE PRATİK DOĞASININ KEŞFEDİLMESİEXPLORING THE THEORETICAL AND PRACTICAL NATURE OF PRESCHOOL TEACHERS' SCIENCE TEACHING PRACTICES. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 34:1, pages 386-435.
Crossref
Crossref
Sinem Gencer & Huseyin Akkus. (2021) The topic-specific nature of experienced chemistry teachers’ pedagogical content knowledge in the topics of interactions between chemical species and states of matter. Chemistry Education Research and Practice 22:2, pages 498-512.
Crossref
Crossref
Karen Hammerness, Kirsti Klette, Inga Staal Jenset & Esther T. Canrinus. (2020) Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation: An International Perspective. Teachers College Record: The Voice of Scholarship in Education 122:11, pages 1-46.
Crossref
Crossref
Ignacio García Ferrandis, Juan Carlos Colomer Rubio, Olga Mayoral Gracía-Berlanga & Elias Francisco Amórtegui Cedeño. (2020) Contribución de las salidas educativas al cambio de percepción del entorno en la formación del profesorado. Aula de Encuentro 22:1, pages 111-140.
Crossref
Crossref
Günkut Mesci. (2020) The Influence of PCK-Based NOS Teaching on Pre-service Science Teachers’ NOS Views. Science & Education 29:3, pages 743-769.
Crossref
Crossref
Günkut Mesci, Renee S. Schwartz & Brandy Ann-Skjold Pleasants. (2020) Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry. Science & Education 29:2, pages 263-297.
Crossref
Crossref
Premnadh M. Kurup, Xia Li, Greg Powell & Michael Brown. (2019) Building future primary teachers' capacity in STEM: based on a platform of beliefs, understandings and intentions. International Journal of STEM Education 6:1.
Crossref
Crossref
Juan Carlos Beltrán-Véliz, Juan Guillermo Mansilla-Sepúlveda, Carlos Felimer Del Valle-Rojas & Braulio Ademir Navarro-Aburto. (2019) Prácticas de enseñanza de profesores en contextos interculturales: obstáculos y desafíos. Magis, Revista Internacional de Investigación en Educación 11:23, pages 5-22.
Crossref
Crossref
Thorsten Scheiner, Miguel A. Montes, Juan D. Godino, José Carrillo & Luis R. Pino-Fan. (2017) What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views. International Journal of Science and Mathematics Education 17:1, pages 153-172.
Crossref
Crossref
Rebecca Cooper & Jan van Driel. 2019. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
303
315
.
Jorge Enrique Correa-Bautista. (2017) Conocimiento pedagógico de contenido en docentes de fisiología. Revista de la Facultad de Medicina 65:4, pages 589-594.
Crossref
Crossref
M. Akshir Ab Kadir. (2017) What Teacher Knowledge Matters in Effectively Developing Critical Thinkers in the 21 st Century Curriculum?. Thinking Skills and Creativity 23, pages 79-90.
Crossref
Crossref
John Loughran. 2017. Quality Learning. Quality Learning
151
157
.
Christiane Kuhn, Alicia C. Alonzo & Olga Zlatkin-Troitschanskaia. (2016) Evaluating the pedagogical content knowledge of pre- and in-service teachers of business and economics to ensure quality of classroom practice in vocational education and training. Empirical Research in Vocational Education and Training 8:1.
Crossref
Crossref
Franz-Josef Scharfenberg & Franz X. Bogner. (2015) A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab. Research in Science Education 46:5, pages 743-766.
Crossref
Crossref
Alicia C. Alonzo & Jiwon Kim. (2016) Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods. Journal of Research in Science Teaching 53:8, pages 1259-1286.
Crossref
Crossref
Tom Morton. (2016) Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education 4:2, pages 144-167.
Crossref
Crossref
AMANDA KNIGHT-BARDSLEY & KATHERINE L. McNEILL. (2016) Teachers’ Pedagogical Design Capacity for Scientific Argumentation. Science Education 100:4, pages 645-672.
Crossref
Crossref
Katherine L. McNeill, María González‐Howard, Rebecca Katsh‐Singer & Suzanna Loper. (2015) Pedagogical content knowledge of argumentation: Using classroom contexts to assess high‐quality PCK rather than pseudoargumentation. Journal of Research in Science Teaching 53:2, pages 261-290.
Crossref
Crossref
Chatree Faikhamta. 2016. Self-Study and Diversity II. Self-Study and Diversity II
137
149
.
Jan H. F. Meyer & Julie A. Timmermans. 2016. Threshold Concepts in Practice. Threshold Concepts in Practice
25
38
.
John K. Gilbert & Rosária JustiJohn K. Gilbert & Rosária Justi. 2016. Modelling-based Teaching in Science Education. Modelling-based Teaching in Science Education
223
251
.
Sérgio Henrique Leal, Robson Macedo Novais & Carmen Fernandez. (2015) Conhecimento pedagógico do conteúdo de “estrutura da matéria” de uma professora de química experiente em aulas de química geral. Ciência & Educação (Bauru) 21:3, pages 725-742.
Crossref
Crossref
Pernilla Nilson. 2015. Understanding Science Teachers’ Professional Knowledge Growth. Understanding Science Teachers’ Professional Knowledge Growth
155
168
.
Kari Smith & Marit Ulvik. 2015. Mentoring for Learning. Mentoring for Learning
299
312
.
Vince Wright. 2015. Globalisation, Ideology and Politics of Education Reforms. Globalisation, Ideology and Politics of Education Reforms
119
131
.
Bugeum Ahn. (2014) The effect of a science lesson analysis program on self-efficacy inteaching science of pre-service early childhood teachers. Korean Journal of Early Childhood Education 34:6, pages 29-54.
Crossref
Crossref
Ronit Rozenszajn & Anat Yarden. (2014) Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK. International Journal of STEM Education 1:1.
Crossref
Crossref
Ronit Rozenszajn & Anat Yarden. (2013) Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program. Research in Science Education 44:1, pages 189-213.
Crossref
Crossref
KATHERINE L. McNEILL & AMANDA M. KNIGHT. (2013) Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K-12 Teachers. Science Education 97:6, pages 936-972.
Crossref
Crossref
Chatree Faikhamta & Anthony Clarke. (2012) A Self-Study of a Thai Teacher Educator Developing a Better Understanding of PCK for Teaching about Teaching Science. Research in Science Education 43:3, pages 955-979.
Crossref
Crossref
Chatree Faikhamta. (2012) The Development of In-Service Science Teachers’ Understandings of and Orientations to Teaching the Nature of Science within a PCK-Based NOS Course. Research in Science Education 43:2, pages 847-869.
Crossref
Crossref
Melanie Jüttner, Williame Boone, Soonhye Park & Birgit J. Neuhaus. (2013) Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK). Educational Assessment, Evaluation and Accountability 25:1, pages 45-67.
Crossref
Crossref
S. E. Thompson, I. Ngambeki, P. A. Troch, M. Sivapalan & D. Evangelou. (2012) Incorporating student-centered approaches into catchment hydrology teaching: a review and synthesis. Hydrology and Earth System Sciences 16:9, pages 3263-3278.
Crossref
Crossref
Shawn Michael Bullock. 2012. Self-Studies of Science Teacher Education Practices. Self-Studies of Science Teacher Education Practices
1
8
.
Tim Favier, Joop van der Schee & Henk J. Scholten. 2012. International Perspectives on Teaching and Learning with GIS in Secondary Schools. International Perspectives on Teaching and Learning with GIS in Secondary Schools
169
177
.
John Wallace & John Loughran. 2012. Second International Handbook of Science Education. Second International Handbook of Science Education
295
306
.
Anne Hume & Amanda Berry. (2010) Constructing CoRes—a Strategy for Building PCK in Pre-service Science Teacher Education. Research in Science Education 41:3, pages 341-355.
Crossref
Crossref
Patrica Friedrichsen, Jan H. Van Driel & Sandra K. Abell. (2010) Taking a closer look at science teaching orientations. Science Education 95:2, pages 358-376.
Crossref
Crossref
배영민. (2010) Understanding of the Social Studies Teachers' Capacities for Technology Integration. SECONDARY EDUCATION RESEARCH 58:2, pages 73-102.
Crossref
Crossref