Pedagogical Content Knowledge Taxonomies

Main Article Content

William R. Veal
James G. MaKinster

Abstract


Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of science teacher development. However, few of the current models accurately address the role of PCK in science teacher professional development. This paper presents two taxonomies that offer a relatively comprehensive categorization scheme for future studies of PCK development in teacher education. The General Taxonomy of PCK addresses the distinctions within and between the knowledge bases of various disciplines, science subjects and science topics. The Taxonomy of PCK Attributes identifies the various components of PCK and characterizes their relative importance based on previously published studies. These organizational frameworks will serve to organize and integrate future research efforts.

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Author Biographies

William R. Veal

The University of North Carolina-Chapel Hill

James G. MaKinster

Indiana University