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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.
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Jari Lavonen, Sarita Ramsaroop, Ani Loukomies, Nadine Petersen & Elizabeth Henning. (2023) Domains and origins of information and knowledge encountered by pre-service teachers during professional experiences in Helsinki and Johannesburg. Asia-Pacific Journal of Teacher Education 51:3, pages 297-321.
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Debra Myhill, Teresa Cremin & Lucy Oliver. (2023) Writing as a craft: Re-considering teacher subject content knowledge for teaching writing. Research Papers in Education 38:3, pages 403-425.
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Wendy A. Loughlin, Chrystal M. Whiteford, David R. Geelan & Raymond A. J. Brown. (2023) Barriers and levers driving change in a STEM science subject in the Australian higher education sector: a focused study. Research in Science & Technological Education 41:1, pages 1-21.
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Pernilla Nilsson. (2022) From PCK to TPACK - Supporting student teachers’ reflections and use of digital technologies in science teaching. Research in Science & Technological Education 0:0, pages 1-25.
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Karthigeyan Subramaniam. (2022) Prospective Teachers’ Pedagogical Content Knowledge Development in an Elementary Science Methods Course. Journal of Science Teacher Education 33:4, pages 345-367.
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Scott Daniel. (2022) A phenomenographic outcome space for ways of experiencing lecturing. Higher Education Research & Development 41:3, pages 681-698.
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Jeffrey Nordine, Stefan Sorge, Ibrahim Delen, Robert Evans, Kalle Juuti, Jari Lavonen, Pernilla Nilsson, Mathias Ropohl & Matthias Stadler. (2021) Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education 32:8, pages 911-933.
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Harleen Singh, Julie A. Luft & Jessica B. Napier. (2021) The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching. European Journal of Teacher Education 44:5, pages 611-626.
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Marco Snoek. (2021) Educating quality teachers: how teacher quality is understood in the Netherlands and its implications for teacher education. European Journal of Teacher Education 44:3, pages 309-327.
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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.
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Chris Eames & Sally Birdsall. (2019) Teachers’ perceptions of a co-constructed tool to enhance their pedagogical content knowledge in environmental education. Environmental Education Research 25:10, pages 1438-1453.
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Justina A. Ogodo. (2019) Comparing Advanced Placement Physics Teachers Experiencing Physics-Focused Professional Development. Journal of Science Teacher Education 30:6, pages 639-665.
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Sarah Lena Günther, Jennifer Fleige, Annette Upmeier zu Belzen & Dirk Krüger. (2019) Using the Case Method to Foster Preservice Biology Teachers’ Content Knowledge and Pedagogical Content Knowledge Related to Models and Modeling. Journal of Science Teacher Education 30:4, pages 321-343.
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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.
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Allison Davis, Robin Griffith & Michelle Bauml. (2019) How preservice teachers use learner knowledge for planning and in-the-moment teaching decisions during guided reading. Journal of Early Childhood Teacher Education 40:2, pages 138-158.
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Pernilla Nilsson & Göran Karlsson. (2019) Capturing student teachers’ pedagogical content knowledge (PCK) using CoRes and digital technology. International Journal of Science Education 41:4, pages 419-447.
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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.
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Addisu Leyew Bailie. (2017) Developing Preservice Secondary Science Teachers’ Pedagogical Content Knowledge Through Subject Area Methods Courses: A Content Analysis. Journal of Science Teacher Education 28:7, pages 631-649.
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Martin Vogt Juhler. (2016) The Use of Lesson Study Combined with Content Representation in the Planning of Physics Lessons During Field Practice to Develop Pedagogical Content Knowledge. Journal of Science Teacher Education 27:5, pages 533-553.
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Ellen Barnett & Patricia J. Friedrichsen. (2015) Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher’s Pedagogical Content Knowledge Development. Journal of Science Teacher Education 26:7, pages 647-668.
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Robin Griffith, Michelle Bauml & Bonnie Barksdale. (2015) In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge. Journal of Research in Childhood Education 29:4, pages 444-457.
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Fer Coenders & Cees Terlouw. (2015) A Model for In-service Teacher Learning in the Context of an Innovation. Journal of Science Teacher Education 26:5, pages 451-470.
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Kennedy Kam Ho Chan & Benny Hin Wai Yung. (2015) On-Site Pedagogical Content Knowledge Development. International Journal of Science Education 37:8, pages 1246-1278.
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David F. Treagust, Mihye Won, Jacinta Petersen & Georgie Wynne. (2015) Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching. Journal of Science Teacher Education 26:1, pages 81-98.
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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.
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Mehmet Aydeniz & Zubeyde Demet Kirbulut. (2014) Exploring challenges of assessing pre-service science teachers’ pedagogical content knowledge (PCK). Asia-Pacific Journal of Teacher Education 42:2, pages 147-166.
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Lee Rusznyak & Moeniera Moosa. (2014) Supporting student teachers through their first attempts at teaching: Possibilities and limitations afforded by school-based and campus-based models of support. Education as Change 18:sup1, pages S91-S105.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Laurence Rogers & John Twidle. (2013) A pedagogical framework for developing innovative science teachers with ICT. Research in Science & Technological Education 31:3, pages 227-251.
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Jane McNicholl, Ann Childs & Katharine Burn. (2013) School subject departments as sites for science teachers learning pedagogical content knowledge. Teacher Development 17:2, pages 155-175.
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Morag Findlay & Tom
G.K. Bryce. (2012) From Teaching Physics to Teaching Children: Beginning teachers learning from pupils. International Journal of Science Education 34:17, pages 2727-2750.
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John Williams, Chris Eames, Anne Hume & John Lockley. (2012) Promoting pedagogical content knowledge development for early career secondary teachers in science and technology using content representations. Research in Science & Technological Education 30:3, pages 327-343.
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Grant Cooper, John Kenny & Sharon Fraser. (2012) Influencing Intended Teaching Practice: Exploring pre-service teachers’ perceptions of science teaching resources. International Journal of Science Education 34:12, pages 1883-1908.
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Melanie Jüttner & Birgit
J. Neuhaus. (2012) Development of Items for a Pedagogical Content Knowledge Test Based on Empirical Analysis of Pupils' Errors. International Journal of Science Education 34:7, pages 1125-1143.
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T.G. K. Bryce & E.
J. Blown. (2012) The Novice-Expert Continuum in Astronomy Knowledge. International Journal of Science Education 34:4, pages 545-587.
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Muhammet Usak, Mustafa Ozden & Ingo Eilks. (2011) A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey. European Journal of Teacher Education 34:4, pages 407-429.
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John Kenny. (2010) Preparing Pre‐Service Primary Teachers to Teach Primary Science: A partnership‐based approach. International Journal of Science Education 32:10, pages 1267-1288.
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