Pedagogical content knowledge in the sciences: state of the art
This paper gives a descriptive overview of the literature related to Pedagogical Content Knowledge – PCK – in the sciences. It is expected that this review can contribute to a better understanding of PCK, pointing out what has been investigated about this concept. Specifically, we analyze: a) how P...
| Authors: | , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2017 |
| Country: | Brasil |
| Institution: | Fundação Carlos Chagas (FCC) |
| Repository: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Language: | Spanish |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/3915 |
| Online Access: | https://publicacoes.fcc.org.br/cp/article/view/3915 |
| Access Level: | Open access |
| Keyword: | Professores de Ciências Avaliação de Professores Formação de Professores Formador de Professores Enseignants des Sciences Évaluation de L’enseignant Formation des Enseignants Formateur D’enseignants Profesores de Ciencias Evaluación de Docentes Formación de Docentes Formador de Docentes Didáctica de las Ciencias Science Teachers Teacher Evaluation Teacher Education Teacher Educators |
| Summary: | This paper gives a descriptive overview of the literature related to Pedagogical Content Knowledge – PCK – in the sciences. It is expected that this review can contribute to a better understanding of PCK, pointing out what has been investigated about this concept. Specifically, we analyze: a) how PCK is defined, what are its main features and how it has been appropriated by teachers; b) the relationship between PCK, knowledge of the contents to be taught and students learning; c) how PCK was actually used in teachers’ training and teachers’ evaluation; and, d) the scientific areas in which PCK has been studied. It concludes that PCK is an essential tool for improving the quality of teacher training. |
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