Growing the tree of teacher knowledge: Ten years of learning to teach elementary science

Judith Mulholland · John Wallace

127 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Mathematics Education and Teaching Techniques Teacher Education and Leadership Studies

Abstract

Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career—as a student teacher, beginning teacher, and established teacher—and represent and analyze the growth of her science PCK using the metaphor of a knowledge tree. The tree metaphor shows that while science knowledge begins as the major branch of science PCK, it is soon overshadowed by the general teaching and interactive knowledge branches of science PCK; however, taken together, all three branches contribute over time to the formation of a healthy, established tree of science PCK. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 767–790, 2005

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References

1986Those Who Understand: Knowledge Growth in Teaching 1987Knowledge and Teaching:Foundations of the New Reform 1986Handbook of research on teaching 1995Handbook of Qualitative Research.1991Becoming Qualitative Researchers: An Introduction 1988Fourth-Generation Evaluation 1997Handbook of educational psychology 1990Handbook of research on teacher education

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