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Examining Pedagogical Content Knowledge

The Construct and its Implications for Science Education

Examining Pedagogical Content Knowledge by Julie Gess-Newsome
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Since its emergence over two decades ago, the construct of pedagogical content knowledge (PCK) has significantly impacted preservice and inservice teacher education, educational policy, and educational research. PCK has served to re-focus educators' attention on the important role of subject matter in educational practice and away from the more generic approach to teacher education that dominated the field prior to 1975.
This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. The authors are prominent educators representing a variety of subject matter areas and K-12 grade levels. Although the focus of the text is science education, it should provide valuable reading for any individuals with interests in professional teacher education.
Springer Netherlands; April 2006
321 pages; ISBN 9780306472176
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Title: Examining Pedagogical Content Knowledge
Author: Julie Gess-Newsome; Norman G. Lederman
 
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ISBNs
0306472171
9780306472176
9780792359036