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Activity Theory in Education pp 169–181Cite as

Exploring Teacher Pedagogical Content Knowledge (Pck) Development Using Cores (Content Representations)

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Abstract

This chapter describes how Activity Theory (AT) was used as a framework for examining the development of pedagogical content knowledge (PCK) for early career secondary teachers in science and technology. In this study, AT was proposed as a promising lens through which the complexity of the education context and the nature of teacher work could be explored as these beginning teachers built their PCK.

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Authors and Affiliations

  1. University of Waikato, New Zealand

    Chris Eames

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  1. Chris Eames
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Dilani S. P. Gedera P. John Williams

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© 2016 Sense Publishers

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Eames, C. (2016). Exploring Teacher Pedagogical Content Knowledge (Pck) Development Using Cores (Content Representations). In: Gedera, D.S.P., Williams, P.J. (eds) Activity Theory in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-387-2_11

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  • DOI: https://doi.org/10.1007/978-94-6300-387-2_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-387-2

  • eBook Packages: EducationEducation (R0)

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