Abstract
After its introduction, a group of scholars, led by Lee Shulman, performed several studies on PCK in a range of disciplines. Since the 1990s, PCK studies have become a prominent strand in science education research. Initially, most of these studies were done in the USA, but once PCK was picked up by science education researchers in other continents, a proliferation of conceptions and models of PCK, and instruments to study it, became apparent. This chapter describes the ways in which scholars in science education have communicated with each other, through books, articles, presentations at conferences and, significantly, the PCK Summits to continue the conversation around PCK. The chapter will focus on the process of developing a consensus model of PCK among the scholars that participated in the two PCK Summits, how they communicated with each other during and after the Summits, and with the broader community of researchers with an interest in PCK. The chapter includes personal reflective narratives to exemplify key features of the PCK Summit processes and outcomes and looks to offer insights into the impact and possible next steps post the Second (2nd) PCK Summit.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Berry, A., Depaepe, F., & Van Driel, J. H. (2016). Pedagogical content knowledge in teacher education. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 347–386). Dordrecht: Springer.
Berry, A., Friedrichsen, P., & Loughran, J. J. (2015). Re-examining pedagogical content knowledge in science education. New York, London: Routledge.
Berry, A., Loughran, J. J., & Van Driel, J. H. (2008). Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30, 1271–1279.
Carlson, J., Stokes, L., Helms, J., Gess-Newsome, J., & Gardner, A. (2015). The PCK summit: A process and structure for challenging current ideas, provoking future work, and considering new directions. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 14–27). New York, London: Routledge.
Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95, 358–376.
Gess-Newsome, J., & Lederman, N. G. (1999). Examining pedagogical content knowledge. The construct and its implications for science education. Dordrecht, The Netherlands: Kluwer.
Loughran, J. J., Berry, A., & Mulhall, P. (2012). Understanding and developing science teachers’ pedagogical content knowledge (2nd ed.). Rotterdam, The Netherlands: Sense Publishers.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht, The Netherlands: Kluwer.
Morine-Dershimer, G., & Kent, T. (1999). The complex nature and sources of teachers’ pedagogical knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 21–50). Dordrecht, The Netherlands: Kluwer.
Van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35, 673–695.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Cooper, R., van Driel, J. (2019). Developing Research on PCK as a Community. In: Hume, A., Cooper, R., Borowski, A. (eds) Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Springer, Singapore. https://doi.org/10.1007/978-981-13-5898-2_14
Download citation
DOI: https://doi.org/10.1007/978-981-13-5898-2_14
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-5897-5
Online ISBN: 978-981-13-5898-2
eBook Packages: EducationEducation (R0)