Not a stale metaphor: the continued relevance of pedagogical content knowledge for science research and education

References

• Abell, S. K. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405–1416.
   Web of Science ®Google Scholar
• American Association for the Advancement of Science. (1989). Science for all Americans: A project 2061 report on literacy goals in science, mathematics, and technology. Washington, DC: Author.
   Google Scholar
• Barry, C. A., Britten, N., Barber, N., Bradley, C., & Stevenson, F. (1999). Using reflexivity to optimize teamwork in qualitative research. Qualitative Health Research, 9(1), 26–44.
   PubMed Web of Science ®Google Scholar
• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., … Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
   Web of Science ®Google Scholar
• Baxter, J. A, & Lederman, N. G. (1999). Examining pedagogical content knowledge (pp. 147-163). (, Eds.). Boston, MA: Kluwer Academic Publishers.
   Google Scholar
• Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bring words to life: Robust vocabulary instruction. New York, NY: Guilford Press.
   Google Scholar
• Berry, A., Loughran, J., & van Driel, J. H. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30(10), 1271–1279.
   Web of Science ®Google Scholar
• Borowski, A., Carlson, J., Fischer, H. E., Henze, I., Gess-Newsome, J., Kirschner, S., & van Driel, J. (2012). Different models and methods to measure teachers’ pedagogical content knowledge. In C. Bruguiere, A. Tiberghien, & P. Clement (Eds.), E-book proceedings of the ESERA 2011 conference: Science learning and citizenship. Part 13. Co-editors Jouni Viiri and Digna Couso (pp. 25–36). Lyon: European Science Education Research Association.
   Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage Publications Incorporated.
   Google Scholar
• Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43(3), 161–173.
   Web of Science ®Google Scholar
• Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) model core teaching standards: A resource for state dialogue. Washington, DC. Author.
   Google Scholar
• Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Duffy, G. G. (2005). Developing metacognitive teachers: Visioning and the expert’s changing role in teacher education and professional development. In S. Israel, C. Block, K. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 299–314). Mahwah, NJ: Erlbaum.
   Google Scholar
• Evans, R. (2007). Existing practice is not the template. Educational Researcher, 36(9), 553–559.
   Google Scholar
• Fisher, D. (2007). Creating a schoolwide vocabulary initiative in an urban high school. Journal of Education for Students Placed at Risk (JESPAR), 12(3), 337–351.
   Google Scholar
• Gess-Newsome, J. (1999). PCK: An introduction and orientation. In J. Gess-Newsome & N. Lederman (Eds.), Examining Pedagogical Content Knowledge (pp. 3–20). Boston, MA: Kluwer Academic Publishers.
   Google Scholar
• Hashweh, M. Z. (2005). Teacher pedagogical constructions: A reconfiguration of pedagogical content knowledge. Teachers and Teaching, 11(3), 273–292.
   Google Scholar
• Hayden, H. E., & Chiu, M. M. (2015). Reflective teaching via a problem exploration-teaching adaptations-resolution cycle: A mixed methods study of pre-service teachers’ reflective notes. Journal of Mixed Methods Research, 9(2), 133–153.
   Web of Science ®Google Scholar
• Hayden, H. E., & Chiu, M. M. (2013). Lessons learned: Supporting the development of reflective practice and adaptive expertise. In P. J. Dunston, S. K. Fullerton, C. C. Bates, P. M. Stecker, M. W. Cole, A. H. Hall, … K. Headley (Eds.), 62nd literacy research association yearbook (pp. 279–296). Oak Creek, WI: Literacy Research Association, Incorporated.
   Google Scholar
• Hayden, H. E., & Eades Baird, M. (2016). “What can students do with the words they know?” An ELA teacher takes on science. Literacy Research: Theory, Method, and Practice, 65, 182–199.
   Google Scholar
• Hayden, H. E., Moore-Russo, D., & Marino, M. (2013). One teacher’s reflective journey and the evolution of a lesson: Systematic reflection as a catalyst for adaptive expertise. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 144–156.
   Google Scholar
• Hayden, H. E., Rundell, T. D., & Smyntek-Gworek, S. (2013). Adaptive expertise: A view from the top, and the ascent. Teaching Education, 24(4), 395–414.
   Google Scholar
• Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.
   Web of Science ®Google Scholar
• Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.
   Google Scholar
• Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., … Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.
   Web of Science ®Google Scholar
• Lederman, N. G., & Gess-Newsome, J. (1992). Do subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? Journal of Science Teacher Education, 3(1), 16–20.
   Google Scholar
• Lee, E., & Luft, J. A. (2008). Experienced secondary science teachers’ representation of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343–1363.
   Web of Science ®Google Scholar
• Loewenberg Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389–407.
   Web of Science ®Google Scholar
• Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. New York, NY: Routledge.
   Google Scholar
• Loughran, J., Mulhall, P., & Berry, A. (2004). In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391.
   Web of Science ®Google Scholar
• Nilsson, P. (2014). When teaching makes a difference: Developing science teachers’ pedagogical content knowledge through learning study. International Journal of Science Education, 36(11), 1794–1814.
   Web of Science ®Google Scholar
• Pearson, P. D., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317–344.
   Web of Science ®Google Scholar
• Purzer, S., Moore, T., Baker, D., & Berland, L. (2014). Supporting the implementation of the Next Generation Science Standards (NGSS) through research: Engineering. Retrieved from https://narst.org/ngsspapers/engineering.cfm
   Google Scholar
• Rodgers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching: Theory and Practice, 12(3), 265–287.
   Google Scholar
• Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., & Miller, J. L. (2013). The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American Educational Research Journal, 50(5), 1020–1049.
   Web of Science ®Google Scholar
• Settlage, J. (2013). On acknowledging PCK’s shortcomings. Journal of Science Teacher Education, 24, 1–12.
   Google Scholar
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–23.
   Web of Science ®Google Scholar
• Shulman, L. S. (2007). Practical wisdom in the service of professional practice. Educational Researcher, 36(9), 560–563.
   Google Scholar
• van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28.
   Web of Science ®Google Scholar
• Vaughn, M., & Parsons, S. A. (2013). Adaptive teachers as innovators: Instructional adaptations opening spaces for enhanced literacy learning. Language Arts, 91(2), 81–93.
   Google Scholar