Teacher pedagogical content knowledge, practice, and student achievement

In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measur...

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Bibliographic Details
Published in:International journal of science education 2019-05, Vol.41 (7), p.944-963
Main Authors: Gess-Newsome, Julie, Taylor, Joseph A., Carlson, Janet, Gardner, April L., Wilson, Christopher D., Stuhlsatz, Molly A. M.
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Achievement Tests
Biology
Change agents
Classroom practice
Classrooms
Faculty Development
High School Teachers
Intervention
Knowledge
Pedagogical Content Knowledge
Pedagogy
Professional development
Professional knowledge
Science Achievement
Science education
Science Instruction
Science Teachers
Student teacher relationship
Teacher Characteristics
teacher knowledge
Teaching Models
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Summary:In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28-42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2016.1265158