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From Fractured to Structured: Examining the Pedagogical Content Knowledge (PCK) and PCK Development of Preservice Science Teachers

Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), SIG Sessions, SIG-Science Teaching and Learning Paper and Symposium Sessions


This longitudinal, multiple case study investigated the characteristics of six preservice science teacher’s development of pedagogical content knowledge (PCK) during their final year of an undergraduate teacher preparation program, including student teaching and the edTPA portfolio creation process. The characteristics of the teachers’ PCK was evaluated using the PCK Map approach (Park & Chen, 2012). The results revealed that, in general, the preservice teachers’ PCK was weak and fragmented. While no pattern of PCK development was discernible through analyzing participant’s PCK Maps, further cross-case analysis revealed five emerging themes regarding common characteristics of the preservice science teachers’ PCK and PCK development over the course of their last year of teacher preparation. Implications for future research and teacher education are discussed.