This chapter reports on one case from a cross-case study exploring how collaborative Content Representation (CoRe) design can be used to develop science teachers’ personal and enacted pedagogical content knowledge (pPCK and ePCK). These conceptualisations of PCK are components of the Refined Consensus Model (RCM) of PCK (see Chapter Two of this book). The cross-case study focused on three cases involving science teachers with a limited physics background. Each case study teacher’s initial pPCK and ePCK for teaching an Electricity and Magnetism topic to a class of 14-year-old New Zealand students were determined prior to the CoRe design intervention using data from interviews and classroom observations. These teachers then engaged in a collaborative CoRe design workshop with other science teachers and experienced physics teachers, where individuals shared their PCK with the whole group and together developed an agreed upon collective PCK (cPCK) for teaching this topic. The case 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. The findings from the reported case study reveal that the intervention had a discernible impact on the teacher’s pPCK and ePCK, notably: deeper understanding of physics concepts; new ways to represent concepts to students; and greater awareness and consideration of what students may be thinking in their lessons.
|Title of host publication||Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science|
|Editors||Anne Hume, Rebecca Cooper, Andreas Borowski|
|Place of Publication||Singapore Singapore|
|Number of pages||28|
|Publication status||Published - 2019|