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International Journal of Science Education Volume 31, 2009 - Issue 11
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Research Reports

A Conflict in Your Head: An exploration of trainee science teachers’ subject matter knowledge development and its impact on teacher self‐confidence

Vanessa Kind Durham University, UKCorrespondence[email protected]
Pages 1529-1562 | Published online: 08 Jun 2009

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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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Mehmet Şen, Betül Demirdöğen & Ceren Öztekin. (2022) Interactions among Topic-Specific Pedagogical Content Knowledge Components for Science Teachers: The Impact of Content Knowledge. Journal of Science Teacher Education 33:8, pages 860-887.
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Doreen Mizzi. (2021) Supporting science teachers teaching outside specialism: teachers’ views of a professional development programme. European Journal of Teacher Education 44:5, pages 706-725.
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Vanessa Kind & Kennedy K. H. Chan. (2019) Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education 41:7, pages 964-978.
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Vanessa Kind. (2019) Development of evidence-based, student-learning-oriented rubrics for pre-service science teachers’ pedagogical content knowledge. International Journal of Science Education 41:7, pages 911-943.
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Meltem Irmak & Özgül Yilmaz Tüzün. (2019) Investigating pre-service science teachers’ perceived technological pedagogical content knowledge (TPACK) regarding genetics. Research in Science & Technological Education 37:2, pages 127-146.
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Mehmet Şen, Ceren Öztekin & Betül Demirdöğen. (2018) Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division. Journal of Science Teacher Education 29:2, pages 102-127.
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T. J. Cartwright & B. Hallar. (2018) Taking risks with a growth mindset: long-term influence of an elementary pre-service after school science practicum. International Journal of Science Education 40:3, pages 348-370.
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Ruth Wheeldon. (2017) Improving preservice chemistry teachers’ content knowledge through intervention activities. International Journal of Science Education 39:9, pages 1238-1261.
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Melony Allen, Angela W. Webb & Catherine E. Matthews. (2016) Adaptive Teaching in STEM: Characteristics for Effectiveness. Theory Into Practice 55:3, pages 217-224.
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Işık Saliha Karal & Nedim Alev. (2016) Development of pre-service physics teachers’ pedagogical content knowledge (PCK) throughout their initial training. Teacher Development 20:2, pages 162-180.
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Dermot Francis Donnelly & Anne Hume. (2015) Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in Science. Research in Science & Technological Education 33:1, pages 61-87.
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Alexandra O. Santau, Jaime L. Maerten-Rivera, Stephanie Bovis & Jacob Orend. (2014) A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers’ Science Content Knowledge Within the Context of a Science Methods Course. Journal of Science Teacher Education 25:8, pages 953-976.
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Jenny Byrne, Christopher Downey & Ana Souza. (2013) Teaching and learning in a competence-based curriculum: the case of four secondary schools in England. The Curriculum Journal 24:3, pages 351-368.
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Martina Nieswandt, SarahE. Barrett & ElizabethH. McEneaney. (2013) Predictors of Science Subject Discipline Identities: A Statistical Analysis. Canadian Journal of Science, Mathematics and Technology Education 13:1, pages 90-110.
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Jackie Huntoon & Brad Baltensperger. (2012) Increasing Expertise in Earth Science Education through Master's Education. Journal of Geoscience Education 60:2, pages 147-158.
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Vanessa Kind & Per Morten Kind. (2011) Beginning to Teach Chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas. International Journal of Science Education 33:15, pages 2123-2158.
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Vanessa Kind. (2009) Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education 45:2, pages 169-204.
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Articles from other publishers (19)

Emily Ross. (2023) Teachers' interpretation of curriculum as a window into ‘curriculum potential’. The Curriculum Journal.
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Mehmet Şen. (2023) Suggestions for the Analysis of Science Teachers’ Pedagogical Content Knowledge Components and Their Interactions. Research in Science Education.
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Marisa Correia & Mónica Baptista. (2022) Supporting the Development of Pre-Service Primary Teachers PCK and CK through a STEM Program. Education Sciences 12:4, pages 258.
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Deesha Chadha. (2020) How Do We Prepare to Teach? Exploring Science Lecturers’ Authentic Approaches to Teaching in Higher Education. Research in Science Education 52:2, pages 635-653.
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Festo Kayima. (2021) The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge. Interdisciplinary Journal of Environmental and Science Education 18:1, pages e2262.
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Nesli KALA & Arzu KİRMAN BİLGİN. (2020) Fen Bilimleri Öğretmen Adaylarının Analitik Düşünme Becerisi ile İlgili Mesleki Bilgilerinin BelirlenmesiDetermining Pre-Service Science Teachers' Professional Knowledge Related to Analytical Thinking Skill. Türk Eğitim Bilimleri Dergisi 18:2, pages 525-544.
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Tufan İnaltekin, Berrin Samancı & Arzu Kirman Bilgin. (2019) Fen Bilimleri Öğretmen Adaylarının Girişimcilik Becerisine Yönelik Mesleki Bilgilerinin Tespit Edilmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi.
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Stefan Sorge, Melanie M. Keller, Knut Neumann & Jens Möller. (2019) Investigating the relationship between pre-service physics teachers' professional knowledge, self-concept, and interest. Journal of Research in Science Teaching 56:7, pages 937-955.
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Gwendolyn A. Lawrie, Madeleine Schultz, Chantal H. Bailey & Bronwin L. Dargaville. (2019) Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers. Chemistry Education Research and Practice 20:1, pages 132-145.
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Kennedy Kam Ho Chan & Benny Hin Wai Yung. (2017) Developing Pedagogical Content Knowledge for Teaching a New Topic: More Than Teaching Experience and Subject Matter Knowledge. Research in Science Education 48:2, pages 233-265.
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W Purwianingsih, E Muthmainnah & T Hidayat. (2017) Genetic Pedagogical Content Knowledge (PCK) Ability Profile of Prospective Biology Teacher. Journal of Physics: Conference Series 812, pages 012087.
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Margaret M. Lucero, Anthony J. Petrosino & Cesar Delgado. (2017) Exploring the relationship between secondary science teachers’ subject matter knowledge and knowledge of student conceptions while teaching evolution by natural selection. Journal of Research in Science Teaching 54:2, pages 219-246.
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Diler Oner & Emine Adadan. (2016) Are integrated portfolio systems the answer? An evaluation of a web-based portfolio system to improve preservice teachers’ reflective thinking skills. Journal of Computing in Higher Education 28:2, pages 236-260.
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K V F Fatokun. (2016) Instructional misconceptions of prospective chemistry teachers in chemical bonding. International Journal of Science and Technology Education Research 7:2, pages 18-24.
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Malcolm Thorburn. (2015) Theoretical constructs of well-being and their implications for education. British Educational Research Journal 41:4, pages 650-665.
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Ryan S. Nixon & Julie A. Luft. 2015. Newly Hired Teachers of Science. Newly Hired Teachers of Science 75 85 .
Cheryl A. McLaughlin & Bruce J. MacFadden. (2014) At the Elbows of Scientists: Shaping Science Teachers’ Conceptions and Enactment of Inquiry-Based Instruction. Research in Science Education 44:6, pages 927-947.
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Douglas P. Newton & Lynn D. Newton. (2010) ENGAGING SCIENCE: PRE-SERVICE PRIMARY SCHOOL TEACHERS’ NOTIONS OF ENGAGING SCIENCE LESSONS. International Journal of Science and Mathematics Education 9:2, pages 327-345.
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Katherine Covell, R. Brian Howe & Justin K. McNeil. (2010) Implementing children’s human rights education in schools. Improving Schools 13:2, pages 117-132.
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