Conceptualizing pedagogical content knowledge from the perspective of experienced secondary science teachers

Since the concept of pedagogical content knowledge (PCK) was introduced, educational researchers have attempted to describe and capture the PCK of teachers. However, researchers have failed to reach a consensus in understanding PCK. In an effort to contribute to the literature that conceptualizes PCK, this study investigates how experienced secondary science teachers, serving as mentors to beginning science teachers, represent PCK. Data include semi-structured interviews, classroom observations, lesson plans, and reflective summaries. A case study method was utilized to conduct an in-depth investigation focusing on how the four experienced secondary science teachers revealed PCK throughout their teaching practices. Grounded theory was employed as the analytic framework for the study. The findings of this study reveal that the experienced teachers’ PCK commonly includes ix knowledge of: (1) science; (2) goals; (3) students; (4) curriculum organization; (5) assessment strategies; (6) teaching strategies; and (7) resources, with specific elements within each component. Based on the interpretation of the data in the study, the seven components were transformed into each teacher’s PCK that represented his or her own expertise, which ultimately functioned as a filter to determine his or her instructional decisions and actions. The PCK conceptualization of each teacher varied, depending upon his or her individual background and teaching situation. This study shows that the concept of PCK is not only a unique knowledge required for teaching science, but also the application of that knowledge into teaching practice.