Engaging Pedagogical Reasoning Using Content Representations to Elicit Pedagogical Content Knowledge Exchanges

• In Event: AERA Poster Session 11
  In Poster Session: Science Teaching and Learning: Preservice and In-Service Science Teacher Learning

Abstract

This paper presents research that explored collaborative content representation (CoRe) design to engage teachers’ pedagogical reasoning and elicit pedagogical content knowledge (PCK) exchanges, leading to PCK enhancements. The Refined Consensus Model (RCM) of PCK (Carlson et al., 2019) informed the study. The focus was three case study teachers; their PCK was examined before and after a CoRe design workshop using interviews and video-recorded lesson observations. Discussions during the workshop were audio recorded. Findings indicate that designing a CoRe stimulates PCK exchanges, which develop the teacher’s PCK. Enhancements to PCK included refining topic-specific content knowledge, better techniques to explore student thinking and teachers use of that information, making clearer transitions between concepts, and utilizing new ways to represent and teach concepts.

Author

• Jared Carpendale, Massey University