Pedagogical content knowledge van leerkrachten wiskunde en gedragswetenschappen: een verkenning van overeenkomsten en verschillen

The notion pedagogical content knowledge (PCK) was introduced by Shulman (1986, 1987) and refers to the knowledge that teachers use to support the learning of certain learning contents in pupils, taking into account specific pupil and context characteristics. The present study examines the PCK of mathematicians and teachers of behavioral sciences in teaching the normal distribution and the nature-nurture debate, respectively. In addition, the study aims to compare the interpretation both groups of teachers give to PCK and to examine to what extent the way in which teachers think about teaching their profession is influenced by the subject they teach. Based on the conceptualization of PCK by Loughran, Berry and Mulhall (2012), semi-structured interviews were conducted with four mathematics teachers and four behavioral behavioral teachers who teach the same group of pupils from the upper secondary school. The interpretive analysis of the data shows both striking differences (eg in the choice and justification of teaching goals) and some similarities (eg to evaluate the learning content) between the PCK of teachers of mathematics and behavioral sciences. In addition, we notice not only differences in the PCK of teachers between both disciplines, but also within the same discipline. Berry and Mulhall (2012) conducted semi-structured interviews with four mathematics teachers and four behavioral behavioral teachers who teach the same group of pupils from the upper secondary school. The interpretive analysis of the data shows both striking differences (eg in the choice and justification of teaching goals) and some similarities (eg to evaluate the learning content) between the PCK of teachers of mathematics and behavioral sciences. In addition, we notice not only differences in the PCK of teachers between both disciplines, but also within the same discipline. Berry and Mulhall (2012) conducted semistructured interviews with four mathematics teachers and four behavioral behavioral teachers who teach the same group of pupils from the upper secondary school. The interpretive analysis of the data shows both striking differences (eg in the choice and justification of teaching goals) and some similarities (eg to evaluate the learning content) between the PCK of teachers of mathematics and behavioral sciences. In addition, we notice not only differences in the PCK of teachers between both disciplines, but also within the same discipline. The interpretive analysis of the data shows both striking differences (eg in the choice and justification of teaching goals) and some similarities (eg to evaluate the learning content) between the PCK of teachers of mathematics and behavioral sciences. In addition, we notice not only differences in the PCK of teachers between both disciplines, but also within the same discipline. The interpretive analysis of the data shows both striking differences (eg in the choice and justification of teaching goals) and some similarities (eg to evaluate the learning content) between the PCK of teachers of mathematics and behavioral sciences. In addition, we notice not only differences in the PCK of teachers between both disciplines, but also within the same discipline.