Featuring the most up-to-date work from leading Pedagogical Content Knowledge (PCK) scholars across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers' professional knowledge.
Featuring the most up-to-date work from leading Pedagogical Content Knowledge (PCK) scholars across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers' professional knowledge.
Amanda Berry is Associate Professor, ICLON, Leiden University, the Netherlands. Patricia Friedrichsen is Associate Professor, University of Missouri, USA. John Loughran is Dean, Faculty of Education, Monash University, Australia.
Inhaltsangabe
Preface Section 1: Introducing PCK: Issues, ideas and development Chapter 1 PCK: Its genesis and exodus, Lee S. Shulman Chapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April Gardner Chapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-Newsome Section 2: Research developments and trajectories Chapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole Wong Chapter 5 Science teachers' PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda Berry Chapter 6 Tracing a research trajectory on PCK and chemistry university professors' beliefs, Kira Padilla & Andoni Garritz Chapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. Banilower Chapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung Suh Chapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van Driel Chapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth Mavhunga Chapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia Friedrichsen Chapter 12 Pedagogical content knowledge reconsidered: A teacher educator's perspective, Rebecca M. Schneider Chapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa Kind Section 3: Pedagogical Content Knowledge: Emerging themes Chapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van Driel Chapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda Berry Chapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth Mavhunga Section 4: Provocations and closing thoughts Chapter 17 Re-examining PCK: A personal commentary, Richard F Gunstone About the Contributors Index
Preface Section 1: Introducing PCK: Issues, ideas and development Chapter 1 PCK: Its genesis and exodus, Lee S. Shulman Chapter 2 The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions, Janet Carlson, Laura Stokes & Jenifer Helms, Julie Gess-Newsome & April Gardner Chapter 3 A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit, Julie Gess-Newsome Section 2: Research developments and trajectories Chapter 4 Supporting growth of Pedagogical Content Knowledge in science, Kirsten R. Daehler, Joan I. Heller & Nicole Wong Chapter 5 Science teachers' PCK: Understanding sophisticated practice, Rebecca Cooper, John Loughran & Amanda Berry Chapter 6 Tracing a research trajectory on PCK and chemistry university professors' beliefs, Kira Padilla & Andoni Garritz Chapter 7 Assessing PCK: A new application of the uncertainty principle, P. Sean Smith & Eric R. Banilower Chapter 8 From portraying toward assessing PCK: Drivers, dilemmas and directions for future research, Soonhye Park & Jeekyung Suh Chapter 9 Towards a more comprehensive way to capture PCK in its complexity, Ineke Henze & Jan H. van Driel Chapter 10 The PCK summit and its effect on work in South Africa, Marissa Rollnick & Elizabeth Mavhunga Chapter 11 My PCK research trajectory: A purple book prompts new questions, Patricia Friedrichsen Chapter 12 Pedagogical content knowledge reconsidered: A teacher educator's perspective, Rebecca M. Schneider Chapter 13 On the beauty of knowing then not knowing: Pinning down the elusive qualities of PCK, Vanessa Kind Section 3: Pedagogical Content Knowledge: Emerging themes Chapter 14 Examining PCK Research in the Context of Current Policy Initiatives, Aaron J. Sickel, Eric Banilower, Janet Carlson & Jan van Driel Chapter 15 Science teacher PCK learning progressions: Promises and challenges, Patricia Friedrichsen & Amanda Berry Chapter 16 Gathering evidence for the validity of PCK measures: Connecting ideas to analytic approaches, Sophie Kirschner, Joseph Taylor, Marissa Rollnick, Andreas Borowski, Elizabeth Mavhunga Section 4: Provocations and closing thoughts Chapter 17 Re-examining PCK: A personal commentary, Richard F Gunstone About the Contributors Index
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