File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1080/09500693.2019.1584931
- Scopus: eid_2-s2.0-85064081162
- WOS: WOS:000463917300006
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge
Title | Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge |
---|---|
Authors | |
Keywords | Pedagogical content knowledge teacher education teacher knowledge |
Issue Date | 2019 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.asp |
Citation | International Journal of Science Education, 2019, v. 41 n. 7, p. 964-978 How to Cite? |
Abstract | This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies. |
Persistent Identifier | http://hdl.handle.net/10722/286387 |
ISSN | 2023 Impact Factor: 2.2 2023 SCImago Journal Rankings: 0.965 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kind, V | - |
dc.contributor.author | Chan, KKH | - |
dc.date.accessioned | 2020-08-31T07:03:08Z | - |
dc.date.available | 2020-08-31T07:03:08Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | International Journal of Science Education, 2019, v. 41 n. 7, p. 964-978 | - |
dc.identifier.issn | 0950-0693 | - |
dc.identifier.uri | http://hdl.handle.net/10722/286387 | - |
dc.description.abstract | This paper concludes the Special Issue (SI) ‘Probing the Amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge’. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of CK, PK and PCK in novice and experienced secondary science teachers and how CK, PK and/or PCK impact students’ learning. In conclusion, we draw these findings together in offering proposals for future research via reconsideration of Shulman’s amalgam. This includes post-hoc examination of a PCK model known as ‘the Consensus Model’ (Gess-Newsome, [2015]. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28–42). New York, NY: Routledge; Neumann, Kind, & Harms [2018]. Probing the amalgam: The relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education, 1–15) and presentation of a novel PCK structure based on evidence from the SI studies. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09500693.asp | - |
dc.relation.ispartof | International Journal of Science Education | - |
dc.rights | Preprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI]. | - |
dc.subject | Pedagogical content knowledge | - |
dc.subject | teacher education | - |
dc.subject | teacher knowledge | - |
dc.title | Resolving the amalgam: connecting pedagogical content knowledge, content knowledge and pedagogical knowledge | - |
dc.type | Article | - |
dc.identifier.email | Chan, KKH: ckhhku@hku.hk | - |
dc.identifier.authority | Chan, KKH=rp02094 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/09500693.2019.1584931 | - |
dc.identifier.scopus | eid_2-s2.0-85064081162 | - |
dc.identifier.hkuros | 313633 | - |
dc.identifier.volume | 41 | - |
dc.identifier.issue | 7 | - |
dc.identifier.spage | 964 | - |
dc.identifier.epage | 978 | - |
dc.identifier.isi | WOS:000463917300006 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0950-0693 | - |