Loughran, J. J., Berry, A.K. and Mulhall, P. (2012) Understanding and Developing Science Teachers' Pedagogical Content Knowledge, Dordrecht: Sense publishers.
There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching.
This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While pedagogical content knowledge (PCK) offers such a lens, the construct is abstract. In this book, the authors describe innovative methodological tools designed to make science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike through . It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning.