Teachers’ perceptions of a co-constructed tool to enhance their pedagogical content knowledge in environmental education

Abstract

Environmental educators need pedagogical content knowledge (PCK)—they need to know what to teach and how to teach it. This article examines teachers’ perceptions of the effectiveness of a tool known as a Content Representation (CoRe) for enhancing their PCK development in a school setting. The research design incorporated a partnership between an experienced environmental education consultant and two classroom teachers as they co-designed a CoRe for a unit on environmental action-taking for 16–17 year old students. The classroom teachers then used the CoRe as a guide to plan and facilitate implementation of the unit in their classrooms. Data were generated through field observations of the CoRe design workshop, interviews with the classroom teachers through the planning and implementation of the unit, and classroom observations. Data analysis was framed using Activity Theory. Findings indicated the CoRe design process was highly valued by the teachers that the CoRe was then used as a general guide rather a prescriptive curriculum, and that teachers felt aspects of their PCK were developed.

Keywords:

• Pedagogical content knowledge
• environmental education
• CoRe
• secondary education
• activity theory

Additional information

Notes on contributors

Chris Eames

Chris Eames is an associate professor in science and sustainability education at the University of Waikato, Hamilton, New Zealand.

Sally Birdsall

Sally Birdsall is a senior lecturer in science and sustainability education at the University of Auckland, Auckland, New Zealand.