Investigating practising science teachers’ pPCK and ePCK development as a result of collaborative CoRe design

Jared Carpendale, Anne Hume

Research output: Contribution to conferenceAbstractpeer-review

Abstract

This presentation reports on the findings of a Doctor of Philosophy study that explored the use of collaborative Content Representation (CoRe) design as a professional development intervention to develop science teachers’ pedagogical content knowledge (PCK). The research design was informed by a recently developed conceptual framework knowledge as the Refined Consensus Model (RCM) of PCK, which is to be published in an upcoming book ‘Repositioning PCK in Teachers’ Professional Knowledge’. In a cross-case study approach the research focused on the development of teachers’ personal and enacted pedagogical content knowledge (pPCK and ePCK) as a result of their CoRe Design experiences. pPCK and ePCK are new conceptualisations or realms of PCK forming part of the RCM of PCK.
The cross-case study focused on three case study teachers with a limited physics background. Their baseline pPCK and ePCK for teaching an Electricity and Magnetism topic to a class of 14-year-old New Zealand students was determined using data from interviews and classroom observations. These teachers then participated in a collaborative CoRe design workshop with other science teachers and experienced physics teachers to share and develop their collective PCK (cPCK) for teaching the Electricity and Magnetism topic. The study teachers were subsequently observed teaching a second class (similar age and ability students) and re-interviewed about their pPCK and ePCK development as a result of collaborative CoRe design. This presentation reports on the findings from one of the case studies, as representative of trends across all three cases. The findings from the reported case study reveal that the intervention had a discernible impact on the teacher’s pPCK and ePCK, notably their understanding of physics concepts, new ways to represent concepts to students, and greater awareness and consideration of what students may be thinking during lessons.
Original languageEnglish
Publication statusPublished - 2018
EventAustralasian Science Education Research Association Conference 2018 - Surfers Paradise, Australia
Duration: 26 Jun 201829 Jun 2018
Conference number: 49th

Conference

ConferenceAustralasian Science Education Research Association Conference 2018
Abbreviated titleASERA 2018
CountryAustralia
CitySurfers Paradise
Period26/06/1829/06/18

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