© 1999

Examining Pedagogical Content Knowledge

The Construct and its Implications for Science Education

  • Julie Gess-Newsome
  • Norman G. Lederman

Part of the Science & Technology Education Library book series (CTISE, volume 6)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Introduction

    1. Front Matter
      Pages 1-1
  3. The Literature

    1. Front Matter
      Pages 19-19
    2. Greta Morine-Dershimer, Todd Kent
      Pages 21-50
    3. Shirley Magnusson, Joseph Krajcik, Hilda Borko
      Pages 95-132
    4. Williams. Carlsen
      Pages 133-144
  4. Emerging Lines of Research in Science Teacher Education

    1. Front Matter
      Pages 145-145
    2. Juliet A. Baxter, Norman G. Lederman
      Pages 147-161
    3. Norman G. Lederman, Julie Gess-Newsome
      Pages 199-213
    4. Kenneth Tobin, Campbell McRobbie
      Pages 215-234
  5. Impacts of PCK on the Development of Science Teacher Education Programs

  6. Back Matter
    Pages 293-307

About this book


Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975.
This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.


science science education teacher education teacher preparation

Editors and affiliations

  • Julie Gess-Newsome
    • 1
  • Norman G. Lederman
    • 2
  1. 1.University of UtahSalt Lake CityUSA
  2. 2.Oregon State UniversityCorvallisUSA

Bibliographic information

  • Book Title Examining Pedagogical Content Knowledge
  • Book Subtitle The Construct and its Implications for Science Education
  • Editors Julie Gess-Newsome
    Norman G. Lederman
  • Series Title Science & Technology Education Library
  • DOI
  • Copyright Information Kluwer Academic Publishers 1999
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Hardcover ISBN 978-0-7923-5903-6
  • Softcover ISBN 978-1-4020-0275-5
  • eBook ISBN 978-0-306-47217-6
  • Series ISSN 1572-5987
  • Edition Number 1
  • Number of Pages XII, 307
  • Number of Illustrations 0 b/w illustrations, 0 illustrations in colour
  • Topics Science Education
    Teaching and Teacher Education
    Learning & Instruction
  • Buy this book on publisher's site


"...contains useful references...and clear, brief summaries of much significant PCK research. Recommended for graduate and research collections."
Choice, 38:8 (April 2001)