What evidence counts as teacher quality is a debate of continued interest to the teacher education community. Many education scholars have argued for the importance of retention of knowledge as an indicator of the quality of education acquired. This study explored the retention of the quality of planned Topic Specific Pedagogical Content Knowledge (TSPCK) in a case study of seven chemistry pre-service teachers in their final year of study towards a BEd degree. They were exposed to a TSPCK based intervention in either Organic Chemistry or Stoichiometry as a topic and subsequently followed two years later into their practice as beginning teachers. The study employed a longitudinal qualitative research design with sets of data collected at three different points: pre-intervention, post-intervention and delayed post-intervention (two years later). Data collected included a combination of completed TSPCK tools and audio-recorded stimulated recall interviews. The analysis of completed TSPCK tools entailed the use of a criterion-based rubric for shifts in the quality of planned TSPCK and the recorded interviews were analysed through content analysis. Evidence of learning during the intervention and in-practice was analysed using the qualitative in-depth analysis for developing TSPCK and the Vygotskian sociocultural theoretical framework. Findings from the first and second sets of data confirmed a gain in the quality of planned TSPCK at the end of the intervention. The findings from the second and third sets revealed the beginning teachers’ successful retention and continued growth two years in practice. Implications for teacher preparation are discussed.

中文翻译：

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保留主题特定的pck：与新任化学老师进行的纵向研究

证据被认为是教师素质，是对教师教育界持续关注的辩论。许多教育学者认为保留知识作为衡量所获得教育质量的指标的重要性。这项研究探索了计划中的主题特定教学内容知识（TSPCK）的质量的保留情况，该案例以七名化学职前教师在其最后一年学习BEd学位的情况下为例。他们以有机化学或化学计量学为主题，接受基于TSPCK的干预，随后两年后，他们开始担任新教师。该研究采用了纵向定性研究设计，并在三个不同点收集了数据集：干预前，干预后和延迟干预后（两年后）。收集的数据包括完整的TSPCK工具和录音刺激的回忆访谈的组合。对完整的TSPCK工具的分析需要使用基于标准的规范来改变计划中TSCPK的质量，并通过内容分析对记录的访谈进行分析。使用定性的深入分析来分析干预和实践过程中的学习证据，以开发TSPCK和Vygotskian社会文化理论框架。从第一组和第二组数据中获得的发现证实了干预结束时计划中的TSPCK的质量有所提高。第二组和第三组的发现揭示了初任教师在实践中成功地保留并持续了两年的成长。讨论了对教师准备的影响。