Planting the seed: scaffolding the PCK development of pre-service science teachers

Adam Richard Bertram, Jeffrey John Loughran

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

3 Citations (Scopus)

Abstract

In the academic literature, pedagogical content knowledge (PCK) has been seen as one way of accessing and understanding teachers’ specialized knowledge of practice. PCK is concerned with how teachers connect their content knowledge with their pedagogical knowledge in particular ways to enhance students’ meaning-making of the content under consideration. Given the acknowledged importance of PCK as a crucial element of teachers’ professional knowledge of practice, how it might be developed in pre-service teacher education is an issue that has been attracting growing attention in recent times. This chapter builds on that work through a study in which ‘planting the seed’ for PCK in science teacher education was used as a way of helping student teachers learn more about the nature of the specialist knowledge of (science) teaching and create a vision for their own ongoing professional learning.

Original languageEnglish
Title of host publicationExploring Mathematics and Science Teachers' Knowledge
Subtitle of host publicationWindows into Teacher Thinking
EditorsHamsa Venkat, Marissa Rollnick, John Loughran, Mike Askew
Place of PublicationUK
PublisherTaylor & Francis
Chapter8
Pages117-128
Number of pages12
Edition1st
ISBN (Electronic)9781134683642
ISBN (Print)9780415713870
DOIs
Publication statusPublished - 2014

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