Abstract

The study investigates the explicit and integrated presentation of pedagogical content knowledge (PCK), pedagogical knowledge (PK), and content knowledge (CK) in teacher education. We compare learning environments to study whether only presenting PK and CK is sufficient for PCK development, whether only presenting PCK is sufficient for PK and CK development, and whether PCK development is affected by integrating PCK, PK and CK. We find that only presenting two knowledge domains to students is insufficient to develop the third one, and integrating knowledge domains does not impact PCK development.

Citation

Evens, M., Elen, J., Larmuseau, C. & Depaepe, F. (2018). Promoting the development of teacher professional knowledge: Integrating content and pedagogy in teacher education. Teaching and Teacher Education: An International Journal of Research and Studies, 75(1), 244-258. Elsevier Ltd. Retrieved March 28, 2020 from https://www.learntechlib.org/p/202740/.

Keywords

• CK
• Content Knowledge
• Digital learning environment
• instructional design
• knowledge integration
• PCK
• Pedagogical Content Knowledge
• Pedagogical Knowledge
• PK
• Teacher professional knowledge