The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two
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The Refined Consensus Model of Pedagogical Content Knowledge in Science Education Janet Carlson and Kirsten R. Daehler
Abstract This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK (informally known as the 2012 Consensus Model (CM)). Then, we unpack and describe the different components of the model in both diagrammatic form and in explanatory text. The RCM describes the complex layers of knowledge and experiences that shape and inform teachers’ practice and mediate student outcomes. A key feature of this model is the identification of three distinct realms of PCK—collective PCK, personal PCK, and enacted PCK. These realms are used to situate the specialised professional knowledge held by different science educators in different settings ranging from the collected knowledge understood by many to the unique subset of knowledge an individual teacher draws upon. The model also recognises that the broader professional knowledge bases are foundational to teacher PCK while
Contributors Alicia Alonzo (USA), Erik Barendsen (Netherlands), Amanda Berry (Australia), Andreas Boroswki (Germany), Jared Carpendale (New Zealand), Kennedy Chan (Hong Kong), Rebecca Cooper (Australia), Patricia Friedrichsen (USA), Julie Gess-Newsome (USA), Ineke Henze-Rietveld (Netherlands), Anne Hume (New Zealand), Sophie Kirschner (Germany), Sven Liepertz (Germany), John Loughran (Australia), Elizabeth Mavhunga (South Africa), Knut Neumann (Germany), Pernilla Nilsson (Sweden), Soonhye Park (USA), Marissa Rollnick (South Africa), Aaron Sickel (Australia), Jeekjung Suh (USA), Rebecca Schneider (USA), Jan Van Driel (Australia), and Chris Wilson (USA). Illustrated by Jennifer Mendenhall J. Carlson (B) Center to Support Excellence in Teaching, Stanford University, Palo Alto, USA e-mail: [email protected] K. R. Daehler WestEd, San Francisco, USA e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2019 A. Hume et al. (eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science, https://doi.org/10.1007/978-981-13-5898-2_2
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J. Carlson and K. R. Daehler
the learning context a teacher is working in can greatly influence the teaching and learning that takes place.
Introduction In this chapter, we introduce a model for teacher pedagogical content knowledge (PCK) that represents the contributions and collective thinking of two dozen international researchers in science teacher education. We begin by chronicling the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK that came to be known informall
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