There have been many studies using a variety of multi-method research approaches that have focused on describing and/or representing the PCK of experienced teachers  or investigating the impact of content knowledge on PCK development either at a planning level or in practice. Studies of experienced teachers’ PCK development have also been conducted in a variety of contexts, including the use of educative materials, teaching a new topic, the use of inquiry-based approaches to teaching and in professional development programs. As is evident experienced teachers PCK development is well documented. However, it is my opinion, that since PCK is topic-specific there is still scope to investigate PCK development in specific topics to develop a research base to improve practice and student performance.  

The Impact of a Learning Study on the Development of Teachers’ Topic Specific Pedagogical Content Knowledge in Stoichiometry

(SAARMSTE 2018, NARST 2019 for AJRMSTE)

The Impact of a Learning Study on the Topic Specific Pedagogical Content Knowledge in Stoichiometry: The story of Three Teachers

(ESERA 2019… ??)

.

PCK at a Concept Level in Stoichiometry: How Different is it to Topic Specific PCK?

(Data from teachers in PhD Study not yet analyzed)

.