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Article: On-Site Pedagogical Content Knowledge Development

TitleOn-Site Pedagogical Content Knowledge Development
Authors
KeywordsTeaching new topics
Reflection-in-action
Polymerase chain reaction (PCR)
Pedagogical content knowledge (PCK)
Issue Date2015
Citation
International Journal of Science Education, 2015, v. 37, n. 8, p. 1246-1278 How to Cite?
Abstract© 2015, © 2015 Taylor & Francis. Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers’ subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers’ on-site PCK development are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/219892
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 1.256

 

DC FieldValueLanguage
dc.contributor.authorChan, Kennedy Kam Ho-
dc.contributor.authorYung, Benny Hin Wai-
dc.date.accessioned2015-09-24T04:44:17Z-
dc.date.available2015-09-24T04:44:17Z-
dc.date.issued2015-
dc.identifier.citationInternational Journal of Science Education, 2015, v. 37, n. 8, p. 1246-1278-
dc.identifier.issn0950-0693-
dc.identifier.urihttp://hdl.handle.net/10722/219892-
dc.description.abstract© 2015, © 2015 Taylor & Francis. Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during their moment-to-moment classroom instruction. Drawing upon data sources including classroom observations, semi-structured interviews and stimulated recall interviews based on lesson videos, this study examined instances when four experienced teachers were found to invent new instructional strategies/representations on the spot during the lesson (referred to as on-site PCK development) in their first attempts at teaching a new topic. The study documented the moment-to-moment experiences of the teachers, including their reconstructed thought processes associated with these instances of on-site PCK development. An explanatory model of a three-step process comprising a stimulus, an integration process and a response was advanced to account for the on-site PCK development observed among the teachers. Three categories of stimulus that triggered on-site PCK development were identified. Factors influencing the integration process and, hence, the resulting response, included teachers’ subject matter knowledge of the new topic, their general pedagogical knowledge and their knowledge of student learning difficulties/prior knowledge related to the new topic. Implications for teacher professional development in terms of how to enhance teachers’ on-site PCK development are discussed.-
dc.languageeng-
dc.relation.ispartofInternational Journal of Science Education-
dc.subjectTeaching new topics-
dc.subjectReflection-in-action-
dc.subjectPolymerase chain reaction (PCR)-
dc.subjectPedagogical content knowledge (PCK)-
dc.titleOn-Site Pedagogical Content Knowledge Development-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09500693.2015.1033777-
dc.identifier.scopuseid_2-s2.0-84929962558-
dc.identifier.hkuros244790-
dc.identifier.volume37-
dc.identifier.issue8-
dc.identifier.spage1246-
dc.identifier.epage1278-
dc.identifier.eissn1464-5289-

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