Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know

• Published in: Science education (Salem, Mass.) Vol. 85; no. 4; pp. 426 - 453
• Main Authors: Barnett, John, Hodson, Derek
• Format: Journal Article
• Language: English
• Published: New York John Wiley & Sons, Inc 01.07.2001; Wiley; Wiley Periodicals Inc
• Subjects: Attitudes; Curriculum subjects: programmes and methods; Educational sciences; Elementary Secondary Education; Exact and natural sciences; Knowledge; Knowledge Base for Teaching; Lehrer; Lehrerforschung; Naturwissenschaften; Science education; Science Instruction; Science Teachers; Teachers; Teaching; Teaching methods; Vorstellung (Psy); Science; Occupational adjustment; Teaching method; Skill; Epistemology; Science Education
• ISSN: 0036-8326; 1098-237X
• DOI: 10.1002/sce.1017

A codified model of teacher knowledge, situated in school science teaching, is proposed as a synthesis of a number of models, metaphors, and notions already described in the literature about teachers' knowledge. This model, called pedagogical context knowledge, suggests that in discussion of their classroom practice, exemplary science teachers utilize four kinds of knowledge: academic and research knowledge, pedagogical content knowledge, professional knowledge, and classroom knowledge. The model is used to examine data collected through interviews with science teachers about the ways in which they design and implement science lessons. Analysis of the data shows that the model is sufficiently robust to provide a simple and rapid, yet effective and efficient way of examining teachers' views and the knowledge base in which they are embedded.