Razonamiento Pedagógico Específico sobre el Contenido (RPEC)

Vicente Talanquer

doi:10.1016/S0187-893X(14)70554-3

Razonamiento Pedagógico Específico sobre el Contenido (RPEC)

Translated title of the contribution: Specific pedagogical content reasoning

Vicente Talanquer

Chemistry and Biochemistry

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

The concept of Pedagogical Content Knowledge (PCK) has had a major influence on research on science teacher knowledge and thinking in the past 25 years. However, PCK has shown to be a difficult concept to characterize and thus it has been the subject of diverse interpretations. In this paper I present a personal reflection about both the nature of PCK and its usefulness in the characterization of teacher thinking. In particular, I discuss the need for shifting our efforts from cataloguing teacher knowledge about teaching a particular subject to characterizing teachers' specific pedagogical content reasoning (SPCR) as they face specific pedagogical tasks in diverse contexts.

Translated title of the contribution	Specific pedagogical content reasoning
Original language	Spanish
Pages (from-to)	391-397
Number of pages	7
Journal	Educacion Quimica
Volume	25
Issue number	3
DOIs	https://doi.org/10.1016/S0187-893X(14)70554-3
State	Published - 2014

Keywords

Pedagogical Content Knowledge
Specific pedagogical content reasoning
Teacher preparation
Teacher thinking

ASJC Scopus subject areas

General Chemistry
Education

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10.1016/S0187-893X(14)70554-3

Cite this

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abstract = "The concept of Pedagogical Content Knowledge (PCK) has had a major influence on research on science teacher knowledge and thinking in the past 25 years. However, PCK has shown to be a difficult concept to characterize and thus it has been the subject of diverse interpretations. In this paper I present a personal reflection about both the nature of PCK and its usefulness in the characterization of teacher thinking. In particular, I discuss the need for shifting our efforts from cataloguing teacher knowledge about teaching a particular subject to characterizing teachers' specific pedagogical content reasoning (SPCR) as they face specific pedagogical tasks in diverse contexts.",

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AB - The concept of Pedagogical Content Knowledge (PCK) has had a major influence on research on science teacher knowledge and thinking in the past 25 years. However, PCK has shown to be a difficult concept to characterize and thus it has been the subject of diverse interpretations. In this paper I present a personal reflection about both the nature of PCK and its usefulness in the characterization of teacher thinking. In particular, I discuss the need for shifting our efforts from cataloguing teacher knowledge about teaching a particular subject to characterizing teachers' specific pedagogical content reasoning (SPCR) as they face specific pedagogical tasks in diverse contexts.

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KW - Teacher thinking

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Razonamiento Pedagógico Específico sobre el Contenido (RPEC)

Abstract

Keywords

ASJC Scopus subject areas

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