Probing the amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge

• Published in: International journal of science education Vol. 41; no. 7; pp. 847 - 861
• Main Authors: Neumann, Knut, Kind, Vanessa, Harms, Ute
• Format: Journal Article
• Language: English
• Published: London Routledge 03.05.2019; Taylor & Francis Ltd
• Subjects: Amalgamation; content knowledge; Correlation; Foreign Countries; Inservice Teacher Education; Knowledge; Knowledge Level; PCK; Pedagogical Content Knowledge; pedagogical knowledge; Pedagogy; Preservice Teacher Education; Preservice Teachers; Science Instruction; Science Teachers; Secondary School Science; Secondary School Teachers; teacher; Teacher education; teacher professionalisation; Teachers; Germany
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/09500693.2018.1497217

This Special Issue aims to present evidence about the relationships between content knowledge (CK), pedagogical knowledge (PK) and pedagogical content knowledge (PCK); the development of these types of knowledge in novice and experienced secondary science teachers; and how CK, PK and/or PCK impact students' learning. Since Shulman's introduction of PCK as the feature that distinguishes the teacher from the content expert, researchers have attempted to understand, delineate, assess and/or develop the construct in pre- and in-service teachers. Accordingly, empirical findings are presented that permit further discussion. Outcomes permit post-hoc examination of a recent, collectively described, 'consensus' model of PCK, identifying strengths and potential issues. As we will illustrate, the relationship between CK, PK and PCK is central to this; that is, probing the hypothesis of pedagogical content knowledge as an 'amalgam' of content and pedagogical knowledge.