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Session Submission Summary

Defining and Measuring What Math and Science Teachers Need to Know: Implications for Professional Development

Sun, April 15, 8:15 to 9:45am, Vancouver Convention Centre, Floor: Second Level, West Room 224

Session Submission Type: Symposium

Abstract

The conceptualization of pedagogical content knowledge (PCK) (Shulman, 1986) suggests that there is a specific kind of knowledge that is unique to teaching. However, according to Ball, Thames, and Phelps (2008), although the term is widely used, “its potential has been only thinly developed” (p. 389). The four papers in this session, prepared by researchers from the USA, Ireland, Portugal, Norway, and Germany, are significant contributions to the development of the potential of PCK as a theoretical and analytical construct for the fields of science and math education. These empirical studies discuss and elaborate upon definitions and measurements of PCK, affordances and limitations for the development of PCK, and a theoretical exposition on the concept of Horizon Content Knowledge (Ball & Bass, 2009).

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