Convergences and Divergences in Conceptualizations of PCK

8/14/2019 Convergences and Divergences in Conceptualizations of PCK

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Divergences

Nature of PCK

Models of PCK

Measurement of PCK

Contexts for studying PCK


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Nature of PCK

Assumptions Group Group!

Group "

Teacher knowledge existson a continuum from weakto strong


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Nature of PCK


Group "


es es !ariations


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Nature of PCK


Group "


es es !ariations

PCK is a "T#T$C attri%uteof teachers versus PCKcan %e CN'(D throughteacher preparation and)orprofessional development


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Nature of PCK


Group "


es es !ariations

PCK is a "T#T$C attri%uteof teachers versus PCKcan %e CN'(D throughteacher preparation and)orprofessional development

* * +++


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Knowledge ,ases for Teaching

Philosophy- goals- and o%.ectives

"chool contexts

Curriculum/earners and learning

Pedagogy 0 general

"u%.ect matter

Pedagogical Content Knowledge 1PCK2


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"chool contexts


Pedagogy 0 general

"u%.ect matter



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"chool contexts


Pedagogy 0 general

"u%.ect matter



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Model of PCK 1Magnusson- Kra.cik 3 ,orko- 45552

Content Knowledge & Beliefs Pedagogical Knowledge & Beliefs Contextual Knowledge & BeliefsSubstantive

Knowledge &Beliefs

SyntacticKnowledge &

Beliefs

ClassroomManagement

Learners &Learning

Students School

InstructionalPrincipals

ducational !ims "istrict Community

Pedagogical Content Knowledge #ransformation of the above for teaching

Orientations to Science TeachingProcess !cademic $igor "idactic Conceptual Change!ctivity "riven "iscovery Pro%ect based In'uiry (uided In'uiryKnowledge of Science

Curricula

Knowledge of

Instructional Strategies

Knowledge of Assessment Knowledge of Students

Understanding of ScienceSpecific science curricula Sciencedomain-specific

strategies"imensions of learning toassess

$e'uirements for learning

Science goals and ob%ectives Sciencetopic specificstrategies

Methods of assessingscience learning

!reas of student difficulty


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Models of PCK6 Transformative

PCK

Orientations toScience Teaching

Knowledge of

Science Curricula

includes

Knowledge of

Assessment of

Scientific Literacy

Knowledge of Students'Understanding of Science

Knowledge of

Instructional Strategies

which shapes

which shapes

which shapes

which shapes

Magnusson- "787- Kra.cik- 87- and ,orko- &7 145552


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Model of PCK6 $ntegrative

Content

)nowledge

Pedagogical

)nowledge

Conte*tual

)nowledge

PCK


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Models of PCK

Group #odel type $omponents

4 Transformative Curriculum$nstructional strategies"tudent misconceptions

9 $ntegrative PCK+CK6 accuracy- connections- N:"- multiplerepresentationsPCK+PK6 rationale for teaching strategies-elicit student understandings- metacognition-misconceptions

; Transformative $nstructional "trategies

"tudent understandings #ssessment'oals and o%.ectives


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Measurement of PCK

$s PCK

Knowledge< Paper and Pencil

$nterviews

"kill< :%servation

Knowledge into action< Knowledge and reflection

triangulated with o%servation


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Measurement of PCK

Group #easurements

4 Paper and pencil tests 1CK and PCK2

9

Paper and pencil tests 1CK2Paper and pencil reflections 1PCK2$nterviews 1PCK2

!ideo of classroom practice 1PCK2; $nterviews over three years 1PCK2


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Mechanics

=orce(lectricity

=orce

(lectricit y

Mechanics

Measurement of PCK

Topic versus Domain


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Contexts for "tudying PCK

Knowledge)"kill)Knowledge into #ction 1'roups 4- 9- 3 ;2"napshots of PCK 1one shot or multiple shots over time2

Differences in preparation

Teaching experience$mpact of programs 1preservice or inservice2

>elationships of Knowledge ,ases 1'roups 4 3 92

CK and)or PK to PCK >elationship to Practice 1'roup 92

>elationship to "tudent #chievement 1'roup 92


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Discussion 3 Conclusions6Comparison across "tudies

Group Group "

"ample "ec Physics "ec ,iology

CK PCK+CK + es es

CK "# + + es

PCK "# + + No

PCK Practice+ + No

Practice "# + + No

(xperience "# + + No


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Discussion 3 Conclusions6Comparison across "tudies

Group Group " %ill !&&' (aumert

!& &

"ample "ec Physics "ec ,iology (lem Math "ec Math

CK PCK+CK + es es + es

CK "# + + es + No

PCK "# + + No es es

PCK Practice+ + No + esPractice "# + + No + es

(xperience "# + + No No No


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!alidity of PCK as a Construct

Content !alidity6 (xpert analysis 1all2

Construct !alidity6 =actor analysis 1'roup 92

Discriminate !alidity6 Correlations 1'roup 42

Predictive !alidity6 &ierarchical /inearModeling 1'roup 92


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Divergences ? Conclusions

PCK "ummit=unding su%mitted to the National "cience =oundation

'oal

(xamination of research assumptions- measures- and results

/imit variation 1convergence2 and create purposeful variation 1divergences2

$nvited international research teams

Defined model of PCK Data collection and analysis tools

>esults

Mix of esta%lished and new researchers


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J u l i e G e s s - n e w s o m e

W i l l a m e t t e U n i v e r s i t y

j g e s s n e w @ w i l l a m e t t e . e d u

Thank ou

Convergences and Divergences in Conceptualizations of PCK

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