Vignettes illustrating practitioners’ and researchers’ applications of the Refined Consensus model of pedagogical content knowledge

Janet Carlson, Rebecca Cooper, Kirsten R. Daehler, Patricia J. Friedrichsen, Joan I. Heller, Sophie Kirschner, Nicole Lusiani Elliott, Karen Marangio, Nicole Wong

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

Abstract

The goal of this chapter is to provide examples of how the Refined Consensus Model (RCM) of pedagogical content knowledge (PCK) in science teacher education research moves from an abstract visualisation to a tool used by researchers and educators alike. The chapter offers a collection of short vignettes from a variety of settings and perspectives, each of which brings the RCM to life, either by illustrating ways the model is being used in science teacher education or by situating studies and PCK instruments within the layers of the model. The first and second vignettes provide a pre-service perspective, yet from distinctly different learning contexts and science teacher educator experiences in Australia and the USA. The third vignette shares insights into the use of the RCM during a teacher professional learning course presented to teachers in Russia, while the fourth and fifth vignettes offer a researcher lens with examples from large-scale science PCK studies conducted in Germany and the USA. Each vignette follows a similar structure and includes these three parts:
• Context: A description of the setting (e.g., pre-service, professional learning, research), participants, and goals of the research or the teacher education programme
• Connections to the model: A description of how the RCM informed(s) the work or the application
• Reflections: A discussion of the implications of themodel for the work and/or how the model was received and/or how it may shape future work.
As with any model, the true test of its power lies in its utility. Only by employing the RCM in a host of settings—to situate research questions, plan and conduct studies, develop explanations about findings, design education programmes, explore the mechanisms of PCK development, and reflect on teaching and learning—will we come to understand the benefits and limitations of the model. We look forward to learning from each other as we put this RCM of PCK to the test.
Original languageEnglish
Title of host publicationRepositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
EditorsAnne Hume, Rebecca Cooper, Andreas Borowski
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter3
Pages93-116
Number of pages23
Edition1st
ISBN (Electronic)9789811358982
ISBN (Print)9789811358975
DOIs
Publication statusPublished - 2019

Keywords

  • Pedagogical Content Knowledge
  • Teacher knowledge
  • Science Education

Cite this

Carlson, J., Cooper, R., Daehler, K. R., Friedrichsen, P. J., Heller, J. I., Kirschner, S., ... Wong, N. (2019). Vignettes illustrating practitioners’ and researchers’ applications of the Refined Consensus model of pedagogical content knowledge. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science (1st ed., pp. 93-116). Singapore Singapore: Springer. https://doi.org/10.1007/978-981-13-5898-2_3
Carlson, Janet ; Cooper, Rebecca ; Daehler, Kirsten R. ; Friedrichsen, Patricia J. ; Heller, Joan I. ; Kirschner, Sophie ; Elliott, Nicole Lusiani ; Marangio, Karen ; Wong, Nicole. / Vignettes illustrating practitioners’ and researchers’ applications of the Refined Consensus model of pedagogical content knowledge. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. editor / Anne Hume ; Rebecca Cooper ; Andreas Borowski. 1st. ed. Singapore Singapore : Springer, 2019. pp. 93-116
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abstract = "The goal of this chapter is to provide examples of how the Refined Consensus Model (RCM) of pedagogical content knowledge (PCK) in science teacher education research moves from an abstract visualisation to a tool used by researchers and educators alike. The chapter offers a collection of short vignettes from a variety of settings and perspectives, each of which brings the RCM to life, either by illustrating ways the model is being used in science teacher education or by situating studies and PCK instruments within the layers of the model. The first and second vignettes provide a pre-service perspective, yet from distinctly different learning contexts and science teacher educator experiences in Australia and the USA. The third vignette shares insights into the use of the RCM during a teacher professional learning course presented to teachers in Russia, while the fourth and fifth vignettes offer a researcher lens with examples from large-scale science PCK studies conducted in Germany and the USA. Each vignette follows a similar structure and includes these three parts: • Context: A description of the setting (e.g., pre-service, professional learning, research), participants, and goals of the research or the teacher education programme • Connections to the model: A description of how the RCM informed(s) the work or the application • Reflections: A discussion of the implications of themodel for the work and/or how the model was received and/or how it may shape future work. As with any model, the true test of its power lies in its utility. Only by employing the RCM in a host of settings—to situate research questions, plan and conduct studies, develop explanations about findings, design education programmes, explore the mechanisms of PCK development, and reflect on teaching and learning—will we come to understand the benefits and limitations of the model. We look forward to learning from each other as we put this RCM of PCK to the test.",
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Carlson, J, Cooper, R, Daehler, KR, Friedrichsen, PJ, Heller, JI, Kirschner, S, Elliott, NL, Marangio, K & Wong, N 2019, Vignettes illustrating practitioners’ and researchers’ applications of the Refined Consensus model of pedagogical content knowledge. in A Hume, R Cooper & A Borowski (eds), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. 1st edn, Springer, Singapore Singapore, pp. 93-116. https://doi.org/10.1007/978-981-13-5898-2_3

Vignettes illustrating practitioners’ and researchers’ applications of the Refined Consensus model of pedagogical content knowledge. / Carlson, Janet; Cooper, Rebecca; Daehler, Kirsten R.; Friedrichsen, Patricia J. ; Heller, Joan I.; Kirschner, Sophie; Elliott, Nicole Lusiani ; Marangio, Karen; Wong, Nicole.

Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. ed. / Anne Hume; Rebecca Cooper; Andreas Borowski. 1st. ed. Singapore Singapore : Springer, 2019. p. 93-116.

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

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AU - Wong, Nicole

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N2 - The goal of this chapter is to provide examples of how the Refined Consensus Model (RCM) of pedagogical content knowledge (PCK) in science teacher education research moves from an abstract visualisation to a tool used by researchers and educators alike. The chapter offers a collection of short vignettes from a variety of settings and perspectives, each of which brings the RCM to life, either by illustrating ways the model is being used in science teacher education or by situating studies and PCK instruments within the layers of the model. The first and second vignettes provide a pre-service perspective, yet from distinctly different learning contexts and science teacher educator experiences in Australia and the USA. The third vignette shares insights into the use of the RCM during a teacher professional learning course presented to teachers in Russia, while the fourth and fifth vignettes offer a researcher lens with examples from large-scale science PCK studies conducted in Germany and the USA. Each vignette follows a similar structure and includes these three parts: • Context: A description of the setting (e.g., pre-service, professional learning, research), participants, and goals of the research or the teacher education programme • Connections to the model: A description of how the RCM informed(s) the work or the application • Reflections: A discussion of the implications of themodel for the work and/or how the model was received and/or how it may shape future work. As with any model, the true test of its power lies in its utility. Only by employing the RCM in a host of settings—to situate research questions, plan and conduct studies, develop explanations about findings, design education programmes, explore the mechanisms of PCK development, and reflect on teaching and learning—will we come to understand the benefits and limitations of the model. We look forward to learning from each other as we put this RCM of PCK to the test.

AB - The goal of this chapter is to provide examples of how the Refined Consensus Model (RCM) of pedagogical content knowledge (PCK) in science teacher education research moves from an abstract visualisation to a tool used by researchers and educators alike. The chapter offers a collection of short vignettes from a variety of settings and perspectives, each of which brings the RCM to life, either by illustrating ways the model is being used in science teacher education or by situating studies and PCK instruments within the layers of the model. The first and second vignettes provide a pre-service perspective, yet from distinctly different learning contexts and science teacher educator experiences in Australia and the USA. The third vignette shares insights into the use of the RCM during a teacher professional learning course presented to teachers in Russia, while the fourth and fifth vignettes offer a researcher lens with examples from large-scale science PCK studies conducted in Germany and the USA. Each vignette follows a similar structure and includes these three parts: • Context: A description of the setting (e.g., pre-service, professional learning, research), participants, and goals of the research or the teacher education programme • Connections to the model: A description of how the RCM informed(s) the work or the application • Reflections: A discussion of the implications of themodel for the work and/or how the model was received and/or how it may shape future work. As with any model, the true test of its power lies in its utility. Only by employing the RCM in a host of settings—to situate research questions, plan and conduct studies, develop explanations about findings, design education programmes, explore the mechanisms of PCK development, and reflect on teaching and learning—will we come to understand the benefits and limitations of the model. We look forward to learning from each other as we put this RCM of PCK to the test.

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Carlson J, Cooper R, Daehler KR, Friedrichsen PJ, Heller JI, Kirschner S et al. Vignettes illustrating practitioners’ and researchers’ applications of the Refined Consensus model of pedagogical content knowledge. In Hume A, Cooper R, Borowski A, editors, Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. 1st ed. Singapore Singapore: Springer. 2019. p. 93-116 https://doi.org/10.1007/978-981-13-5898-2_3