Teacher knowledge that is both about specific content and about students as it relates to the content, such as common conceptions, ways students might approach the content, and how specific students can relate to the content given their experiences in and out of school.
Published in Chapter:
Developing and Using STEM Pedagogical Content Knowledge Across Career Stages
Jacqueline R. Coomes (Eastern Washington University, USA), Julie Antilla-Garza (Seattle Pacific University, USA), and John McNamara (Washington State University, USA)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-6684-3848-0.ch022
Abstract
The teacher education field has long recognized the importance of a robust teacher knowledge base that merges teachers' content knowledge and pedagogical knowledge to form pedagogical content knowledge (PCK). In this merging, both knowledge bases are transformed and refined. This chapter describes the nature of PCK needed to teach science, technology, engineering, and mathematics (STEM) through inquiry. Supported by this background and evidence from research, it then presents a vision for teacher awareness, growth, and deepening of PCK throughout their careers so as to strengthen their ability to enact STEM inquiry teaching. It weaves the development of this knowledge base with other teacher learning goals, such as incorporating social emotional learning. The ultimate goal is to strengthen teachers' abilities to teach all students with a content-rich, equitable, student-centered approach of engagement, inquiry, and problem-solving.