TY  - JOUR
A1  - Mientus, Lukas
A1  - Hume, Anne
A1  - Wulff, Peter
A1  - Meiners, Antoinette
A1  - Borowski, Andreas
T1  - Modelling STEM teachers’ pedagogical content knowledge in the framework of the refined consensus model
BT  - A systematic literature review
JF  - Education Sciences : open access journal
N2  - Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.
KW  - pedagogical content knowledge (PCK)
KW  - refined consensus model (RCM)
KW  - pedagogical reasoning
KW  - teaching practice
KW  - science teaching
KW  - literature review
Y1  - 2022
U6  - https://doi.org/10.3390/educsci12060385
SN  - 2227-7102
VL  - 12
SP  - 1
EP  - 25
PB  - MDPI
CY  - Basel, Schweiz
ET  - 6
ER  -