Unravelling Student Science Teachers’ pPCK Development and the Influence of Personal Factors Using Authentic Data Sources

  • Ineke HenzeEmail author
  • Erik Barendsen


In this chapter, we discuss a methodology to analyse student teachers’ personal pedagogical content knowledge (pPCK) development in a chemistry teacher education programme using PCK-oriented forms for lesson planning, evaluation and reflection. We unravel the student science teachers’ development of pPCK in terms of (1) developmental steps, (2) pPCK components and (3) moderating personal factors. Our method relies on authentic data sources only, namely student teachers’ products based on assignments in their teacher training programme. By combining three analytical frameworks, we were able to characterise individual differences within the student teachers’ pPCK development for chemistry teaching. Such results can inform new ways of tailored scaffolding of this development in student teachers.


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Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Delft University of TechnologyDelftNetherlands
  2. 2.Radboud UniversityNijmegenNetherlands
  3. 3.Open University of the Netherlands‎HeerlenNetherlands

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