P John Williams
Centre for Science and Technology Education Research, University of Waikato, New Zealand
John Lockley
Centre for Science and Technology Education Research, University of Waikato, New Zealand
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Published in: PATT 26 Conference; Technology Education in the 21st Century; Stockholm; Sweden; 26-30 June; 2012
Linköping Electronic Conference Proceedings 73:55, p. 468-477
Published: 2012-06-18
ISBN: 978-91-7519-849-1
ISSN: 1650-3686 (print), 1650-3740 (online)
This research addressed the key area of early career teacher education and aimed to explore the use of a ’Content Representation’ (CoRe) as a planning tool to develop early career secondary teacher Pedagogical Content Knowledge (PCK). This study was situated in the subject areas of science and technology; in which sound teacher knowledge is important to student engagement. The study was designed to examine whether such a tool (CoRe); co-designed by an early career teacher with expert content and pedagogy specialists; can enhance the PCK of early career science and technology secondary teachers. The research design incorporated a unique partnership between expert classroom teachers; content experts; early career teachers; and researchers experienced in science and technology education.
This paper will present an analysis of CoRe development and the effect that had on the early career teacher’s PCK. In addition; as the same tools and methodology were applied to both a science and a technology teaching context; differences between the two areas became clear. This paper will elaborate and discuss the differences which arose as a result of the development of the CoRe’s and an analysis of PCK differences in science and technology.
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