Abstract
The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher’s reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.
Highlights
Following the work of Shulman [1], there have been several fruitful studies concerning the nature, characteristics, and implications of pedagogical content knowledge (PCK) of science teachers
The present study focuses on the characterization of PCK during two consecutive courses, before (BI) and after (AI) implementing an intervention program based on metacognitive reflection
The characterization of PCK is a complex exercise that, in the case of teaching physics in secondary school, and especially in upper secondary, requires greater documentation and research if it is included in teacher training programs
Summary
Following the work of Shulman [1], there have been several fruitful studies concerning the nature, characteristics, and implications of pedagogical content knowledge (PCK) of science teachers. Most of the research, based on constructivism, showed that didactics was essential for professional training and development, academic knowledge in science was fundamental. This knowledge was not enough, since scenarios were required in which teachers recognized and developed their PCK concerning the specific topics that were taught. The reason that PCK has become a necessity and a general characteristic in teacher training plans [2,3,4,5,6] is that it allows one to: (a) identify and act on the factors that comprise and regulate the stability of teaching models; (b) validate the theoretical objects that are taught; (c) recognize how to determine the knowledge that teachers construct over the course of their practical experience; and (d) redirect the relationship between research and classroom practices [7]. What are the central ideas that need to be taught to promote effective learning about the electric field?
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