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Divergences
Nature of PCK
Models of PCK
Measurement of PCK
Contexts for studying PCK
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Nature of PCK
Assumptions Group Group!
Group "
Teacher knowledge existson a continuum from weakto strong
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Nature of PCK
Assumptions Group Group!
Group "
Teacher knowledge existson a continuum from weakto strong
es es !ariations
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Nature of PCK
Assumptions Group Group!
Group "
Teacher knowledge existson a continuum from weakto strong
es es !ariations
PCK is a "T#T$C attri%uteof teachers versus PCKcan %e CN'(D throughteacher preparation and)orprofessional development
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Nature of PCK
Assumptions Group Group!
Group "
Teacher knowledge existson a continuum from weakto strong
es es !ariations
PCK is a "T#T$C attri%uteof teachers versus PCKcan %e CN'(D throughteacher preparation and)orprofessional development
* * +++
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Knowledge ,ases for Teaching
Philosophy- goals- and o%.ectives
"chool contexts
Curriculum/earners and learning
Pedagogy 0 general
"u%.ect matter
Pedagogical Content Knowledge 1PCK2
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Knowledge ,ases for Teaching
Philosophy- goals- and o%.ectives
"chool contexts
Curriculum/earners and learning
Pedagogy 0 general
"u%.ect matter
Pedagogical Content Knowledge 1PCK2
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Knowledge ,ases for Teaching
Philosophy- goals- and o%.ectives
"chool contexts
Curriculum/earners and learning
Pedagogy 0 general
"u%.ect matter
Pedagogical Content Knowledge 1PCK2
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Model of PCK 1Magnusson- Kra.cik 3 ,orko- 45552
Content Knowledge & Beliefs Pedagogical Knowledge & Beliefs Contextual Knowledge & BeliefsSubstantive
Knowledge &Beliefs
SyntacticKnowledge &
Beliefs
ClassroomManagement
Learners &Learning
Students School
InstructionalPrincipals
ducational !ims "istrict Community
Pedagogical Content Knowledge #ransformation of the above for teaching
Orientations to Science TeachingProcess !cademic $igor "idactic Conceptual Change!ctivity "riven "iscovery Pro%ect based In'uiry (uided In'uiryKnowledge of Science
Curricula
Knowledge of
Instructional Strategies
Knowledge of Assessment Knowledge of Students
Understanding of ScienceSpecific science curricula Sciencedomain-specific
strategies"imensions of learning toassess
$e'uirements for learning
Science goals and ob%ectives Sciencetopic specificstrategies
Methods of assessingscience learning
!reas of student difficulty
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Models of PCK6 Transformative
PCK
Orientations toScience Teaching
Knowledge of
Science Curricula
includes
Knowledge of
Assessment of
Scientific Literacy
Knowledge of Students'Understanding of Science
Knowledge of
Instructional Strategies
which shapes
which shapes
which shapes
which shapes
Magnusson- "787- Kra.cik- 87- and ,orko- &7 145552
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Model of PCK6 $ntegrative
Content
)nowledge
Pedagogical
)nowledge
Conte*tual
)nowledge
PCK
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Models of PCK
Group #odel type $omponents
4 Transformative Curriculum$nstructional strategies"tudent misconceptions
9 $ntegrative PCK+CK6 accuracy- connections- N:"- multiplerepresentationsPCK+PK6 rationale for teaching strategies-elicit student understandings- metacognition-misconceptions
; Transformative $nstructional "trategies
"tudent understandings #ssessment'oals and o%.ectives
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Measurement of PCK
$s PCK
Knowledge< Paper and Pencil
$nterviews
"kill< :%servation
Knowledge into action< Knowledge and reflection
triangulated with o%servation
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Measurement of PCK
Group #easurements
4 Paper and pencil tests 1CK and PCK2
9
Paper and pencil tests 1CK2Paper and pencil reflections 1PCK2$nterviews 1PCK2
!ideo of classroom practice 1PCK2; $nterviews over three years 1PCK2
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Mechanics
=orce(lectricity
=orce
(lectricit y
Mechanics
Measurement of PCK
Topic versus Domain
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Contexts for "tudying PCK
Knowledge)"kill)Knowledge into #ction 1'roups 4- 9- 3 ;2"napshots of PCK 1one shot or multiple shots over time2
Differences in preparation
Teaching experience$mpact of programs 1preservice or inservice2
>elationships of Knowledge ,ases 1'roups 4 3 92
CK and)or PK to PCK >elationship to Practice 1'roup 92
>elationship to "tudent #chievement 1'roup 92
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Discussion 3 Conclusions6Comparison across "tudies
Group Group "
"ample "ec Physics "ec ,iology
CK PCK+CK + es es
CK "# + + es
PCK "# + + No
PCK Practice+ + No
Practice "# + + No
(xperience "# + + No
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Discussion 3 Conclusions6Comparison across "tudies
Group Group " %ill !&&' (aumert
!& &
"ample "ec Physics "ec ,iology (lem Math "ec Math
CK PCK+CK + es es + es
CK "# + + es + No
PCK "# + + No es es
PCK Practice+ + No + esPractice "# + + No + es
(xperience "# + + No No No
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!alidity of PCK as a Construct
Content !alidity6 (xpert analysis 1all2
Construct !alidity6 =actor analysis 1'roup 92
Discriminate !alidity6 Correlations 1'roup 42
Predictive !alidity6 &ierarchical /inearModeling 1'roup 92
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Divergences ? Conclusions
PCK "ummit=unding su%mitted to the National "cience =oundation
'oal
(xamination of research assumptions- measures- and results
/imit variation 1convergence2 and create purposeful variation 1divergences2
$nvited international research teams
Defined model of PCK Data collection and analysis tools
>esults
Mix of esta%lished and new researchers
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J u l i e G e s s - n e w s o m e
W i l l a m e t t e U n i v e r s i t y
j g e s s n e w @ w i l l a m e t t e . e d u
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