In this chapter, we discuss a methodology to analyse student teachers’ personal pedagogical content knowledge (pPCK) development in a chemistry teacher education programme using PCK-oriented forms for lesson planning, evaluation and reflection. We unravel the student science teachers’ development of pPCK in terms of (1) developmental steps, (2) pPCK components and (3) moderating personal factors. Our method relies on authentic data sources only, namely student teachers’ products based on assignments in their teacher training programme. By combining three analytical frameworks, we were able to characterise individual differences within the student teachers’ pPCK development for chemistry teaching. Such results can inform new ways of tailored scaffolding of this development in student teachers.
|Title of host publication||Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science|
|Editors||A. Hume, R. Cooper, A. Borowski|
|Place of Publication||Singapore|
|Number of pages||21|
|Publication status||Published - 29 Jan 2019|
Henze, I., & Barendsen, E. (2019). Unravelling Student Teachers' pPCK Development and the Influence of Personal Factors Using Authentic Data Sources. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science (pp. 201-221). Springer Singapore. https://doi.org/10.1007/978-981-13-5898-2_9