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Pedagogical Content Knowledge in STEM pp 3–16Cite as

Analysis of Practice and Teacher PCK: Inferences from Professional Development Research

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Part of the book series: Advances in STEM Education ((ASTEME))

Abstract

In this chapter, we describe an approach to professional development grounded in a model of PCK that centers around a teacher’s knowledge of how to elicit and respond to student thinking, to engage students in the practices of science, and to develop coherent and effective learning experiences. This approach has been shown to be effective in increasing PCK in both in-service professional development and pre-service teacher education contexts and has resulted in increased student achievement when compared to more traditional approaches. Current and future directions for this work include examining the pathways between teacher professional knowledge and student learning, further development of our approach to measuring PCK using automated analysis of teacher writing, and exploring how to effectively scale up this somewhat resource-intensive approach to teacher learning.

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Authors and Affiliations

  1. BSCS Science Learning, Colorado Springs, CO, USA

    Christopher D. Wilson, Molly Stuhlsatz, Connie Hvidsten & April Gardner

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  1. Christopher D. Wilson
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  2. Molly Stuhlsatz
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  3. Connie Hvidsten
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  4. April Gardner
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Editor information

Editors and Affiliations

  1. New York Hall of Science, Corona, NY, USA

    Stephen Miles Uzzo

  2. Hunter College, City University of New York, New York City, NY, USA

    Sherryl Browne Graves

  3. School of Education, Hunter College, New York, NY, USA

    Erin Shay

  4. New Visions for Public Schools, New York, NY, USA

    Marisa Harford

  5. Department of Mathematics and Statistics, Hunter College, New York, NY, USA

    Robert Thompson

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Wilson, C.D., Stuhlsatz, M., Hvidsten, C., Gardner, A. (2018). Analysis of Practice and Teacher PCK: Inferences from Professional Development Research. In: Uzzo, S., Graves, S., Shay, E., Harford, M., Thompson, R. (eds) Pedagogical Content Knowledge in STEM. Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978-3-319-97475-0_1

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  • DOI: https://doi.org/10.1007/978-3-319-97475-0_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-97474-3

  • Online ISBN: 978-3-319-97475-0

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