Abstract
This chapter presents varied research reports and methodological approaches to studying teacher pedagogical content knowledge (PCK). The ability of a teacher to fluidly transform this knowledge requires that he or she develops PCK skills, so rich forms of instruction that are pedagogically powerful can be provided. This is the essence of PCK. The author presents a model for the analysis of PCK in engineering and technology education. Additionally, several PCK studies are analyzed to unpack the varied complexities and methodological challenges that researchers have encountered when designing and conducting PCK research. A result of this review of PCK research in engineering and technology education, along with PCK research from associated fields, highlights important questions about the need for a conceptual framework and PCK taxonomy that can help guide and inform future PCK research approaches in engineering and technology.
References
Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Researcher, 34(6), 3–15.
Cochran, K. F., King, R. A., & DeRuiter, J. A. (1991). Pedagogical content knowledge: A tentative model for teacher preparation. East Lansing: National Centre for research on Teacher Learning. ERIC Document Reproduction Service No. ED. 1991; 340683.
Cronbach, L. J. (1975). The two disciplines of scientific psychology. American Psychologist, 30(2), 116–127.
Eide, A. R., Jenison, R. D., Mashaw, L. H., & Northrup, L. L. (2002). Introduction to engineering design and problem solving (2nd ed.). Boston: McGraw-Hill.
Fantz, T. D., De Miranda, M. A., & Siller, T. J. (2011). Knowing what engineering and technology teachers need to know: An analysis of pre-service teachers engineering design problems. International Journal of Technology and Design Education, 21(3), 307–320.
Geddis, A. N., Onslow, B., Beynon, C., & Oesch, J. (1993). Transforming content knowledge: Learning to teach about isotopes. Science Education, 77(6), 575–591.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569.
Hailey, C. E., Erekson, T., Becker, K., & Thomas, M. (2005). National center for engineering and technology education: The overall impact of the NCETE is to strengthen the nation’s capacity to deliver effective engineering and technology education in the K-12 schools. The Technology Teacher, 64(5), 23–26.
Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372–400.
Lewis, T., & Zuga, K. F. (2005). A conceptual framework of ideas and issues in technology education. Technology Teacher In-service Education and National Science Foundation: Arlington.
McCormack, A. J., & Yager, R. E. (1989). A new taxonomy of science education. The Science Teacher, 56(2), 47–48.
Neale, D., & Smith, D. (1989). Configurations checklist for evaluating a teaching performance. Teaching and Teacher Education, 5(1), 1–20.
Rohaan, E. J., Taconis, R., & Jochems, W. M. (2009). Measuring teachers’ pedagogical content knowledge in primary technology education. Research in Science & Technological. Education, 27(3), 327–338.
Rohaan, E. J., Taconis, R., & Jochems, W. M. (2012). Analysing teacher knowledge for technology education in primary schools. International Journal of Technology and Design Education, 22(3), 271–280.
Rossouw, A., Hacker, M., & de Vries, M. J. (2011). Concepts and contexts in engineering and technology education: An international and interdisciplinary Delphi study. International Journal of Technology and Design Education, 21(4), 409–424.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.
Shulman, L., & Grossman, P. (1988). The intern teacher casebook. San Francisco: Far West Laboratory for Educational Research and Development.
Technology for All Americans Project, International Technology Education Association. (2000). Standards for technological literacy: Content for the study of technology. Reston: International Technology Education Association.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Veal, W. R., & MaKinster, J. G. (1999). Pedagogical content knowledge taxonomies. Electronic Journal of Science Education. 3(4). http://ejse.southwestern.edu/article/view/7615/5382/ Accessed 19 Jul 2016.
Williams, J., Lockley, J., & Mangan, J. (2016). Technology teacher’s use of a CoRe to develop their PCK. Utrecht, Netherlands: 2016 PATT Conference; 2016. https://hubl.hu.nl/session/conference-program-papers Accessed 9 Jul 2016.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2016 Springer International Publishing AG
About this entry
Cite this entry
de Miranda, M.A. (2016). Pedagogical Content Knowledge for Technology Education. In: de Vries, M. (eds) Handbook of Technology Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-38889-2_47-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-38889-2_47-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-38889-2
Online ISBN: 978-3-319-38889-2
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education