ABSTRACT

The aim of this paper is to bring the voices of teachers to the foreground and provide insight into the collective aspects of pedagogical content knowledge (PCK) development in primary schools, as perceived by science and technology teachers themselves. Through narrative inquiry in a retrospective and situated perspective, the narratives of the teachers are analysed, and findings are discussed with regard to the concept of significant colleagues and the two recent consensus models of PCK. The findings reveal teacher narratives concerning the influence of not only local collective structures and significant colleagues around perceived PCK development but also collective aspects of PCK, which provide a practice embedded perspective on its development through collegial structures.

摘要

本文的目的是将教师的声音带到前台，并提供对小学教学内容知识 (PCK) 发展的集体方面的见解，正如科技教师自己所认为的那样。通过回顾性和情境视角的叙事探究，分析教师的叙事，并就重要同事的概念和 PCK 的两个最新共识模型讨论发现。研究结果揭示了教师的叙述，不仅涉及本地集体结构和重要同事围绕感知 PCK 发展的影响，而且还涉及 PCK 的集体方面，这提供了通过学院结构对其发展的实践嵌入视角。