School subject departments as sites for science teachers learning pedagogical content knowledge

Abstract

This paper reports a study that explored science teacher learning of pedagogical content knowledge and the factors that facilitated this in their workplace, schools. The research design employed interview and observation in two secondary school science departments in England. A seven part construct of PCK was used to analyse all data and the findings indicated that, routinely, teachers collaborated in social settings to share knowledge, principally in relation to two areas of PCK, subject matter and teaching strategies and resources. The main resources teachers drew on were colleagues as well as a key material artefact, shared teaching schemes. While recognising our view of PCK does not abandon the idea of teacher knowledge as being individually stored and applied, rather the argument here is that school science is now so broad, complex and context-dependent that much of it needs to be off-loaded onto material artefacts and distributed amongst teachers. There are practical implications of this study for both ITE and CPD programmes in shifting the focus away from individualistic provision far removed from teachers’ workplaces to that which works in the school context and at the department level where teachers are able to benefit from, and contribute to, shared knowledge and expertise therein.

Keywords:

• science teacher knowledge
• informal learning
• PCK
• school science departments
• teacher education

Notes

1.There was only one department meeting concerned with the administration of GCSE examinations and there was no INSET (in-service training) in either department.

2.The Office for Standards in Education, Children’s Services and Skills (Ofsted) is the non-ministerial government department of Her Majesty’s Chief Inspector of Schools in England (HMCI) responsible for inspecting and regulating state schools, independent schools and teacher training providers.

3.Local Education Authority (LEA) advisors work with all schools in their allocated area – county, unitary and metropolitan councils – to provide direct support and advice for teachers, headteachers, parents, councillors and governors. They also have a strategic role in contributing to a local council’s policies and action plans.

4.General Certificate of Secondary Education (GCSEs) are subject qualifications taken during Key Stage 4 (14–16 years).

5.In the UK, a teaching scheme or scheme of work is a guideline that defines the structure and content of a course. It maps out how resources and class activities and assessment strategies will be used to ensure that the learning aims and objectives of the course are met and it will normally include times and dates. The teaching scheme is usually an interpretation of the National Curriculum or specification or syllabus.