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.
|Title of host publication||Exploring Mathematics and Science Teachers' Knowledge|
|Subtitle of host publication||Windows into Teacher Thinking|
|Editors||Hamsa Venkat, Marissa Rollnick, John Loughran, Mike Askew|
|Place of Publication||UK|
|Publisher||Taylor & Francis|
|Number of pages||12|
|Publication status||Published - 2014|