A reading group for science educators: an approach for developing personal and collective pedagogical content knowledge in science education

Jared Carpendale, Ange Fitzgerald, Rebecca Cooper

Research output: Contribution to conferenceAbstractpeer-review


Reading is a basic, yet critical way to undertake learning and growth. This presentation shares a professional learning initiative for science educators, which was underpinned by the premise of the reading group. In moving from being a vehicle for targeted discussion, the reading group facilitators sought to support the participants in taking a deeper dive into their practice with the impact ultimately being changes to their personal pedagogical content knowledge (PCK) for science. This small-scale qualitative study was informed by the voices of three science educators at different stages and career trajectories, who were interviewed. Data revealed that their participation in the reading group informed the development of their personal and collective PCK by: (i) creating conditions that encouraged meaningful links to be made between theory and practice, (ii) encouraging the adoption of an inquiry stance as a means for engaging purposively with professional knowledge, and (iii) initiating a transformation in their contemporary understandings of science and science education. By drawing on the participants’ narratives, this presentation will showcase both the simplicity and depth of complexity that can be achieved through a reading group focused on professional learning and development.
Original languageEnglish
Number of pages1
Publication statusPublished - 2022
EventAustralasian Science Education Research Association conference 2022 - Curtin University, Perth, Australia
Duration: 28 Jun 20221 Jul 2022
Conference number: 53rd


ConferenceAustralasian Science Education Research Association conference 2022
Abbreviated titleASERA 2022
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