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Issue 2, 2018
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An experienced chemistry teacher's practical knowledge of teaching with practical work: the PCK perspective

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Abstract

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), Nature, sources, and development of pedagogical content knowledge for science teaching, in Gess-Newsome J. and Lederman N. G. (ed.), Examining pedagogical content knowledge: the construct and its implications for science education, Boston: Kluwer, pp. 95–132, we focused on how the participant's teaching orientations and relevant contextual factors shaped his practical knowledge of teaching with practical work. Data from multiple sources were collected and analysed over one semester (four months), including interviews, direct classroom observation, textbooks and lesson plans. Three conclusions were drawn from this study: (1) the participant held multidimensional and mixed science teaching orientations, (2) the participant's science teaching orientations shaped his knowledge and beliefs about students’ learning and the instructional strategies related to practical work, and (3) contextual factors exerted great influence on his PCK.

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Publication details

The article was received on 27 Dec 2017, accepted on 17 Jan 2018 and first published on 17 Jan 2018


Article type: Paper
DOI: 10.1039/C7RP00254H
Citation: Chem. Educ. Res. Pract., 2018,19, 452-462
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    An experienced chemistry teacher's practical knowledge of teaching with practical work: the PCK perspective

    B. Wei and H. Liu, Chem. Educ. Res. Pract., 2018, 19, 452
    DOI: 10.1039/C7RP00254H

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