A PCK-mapping approach to show the integration among components of the pedagogical content knowledge of elementary education teacher educators about biodiversity

• Published in: Teaching and teacher education Vol. 151; p. 104746
• Main Authors: Ottogalli, María Emilia, Bermudez, Gonzalo M.A.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01-12-2024
• Subjects: Biodiversity; Pedagogical content knowledge; Primary education; Science instruction; Teacher education; Teacher trainers; Primary education; Pedagogical content knowledge; Teacher education; Biodiversity; Teacher trainers; Science instruction
• ISSN: 0742-051X
• DOI: 10.1016/j.tate.2024.104746

Biodiversity is a very important topic nowadays, but there is currently a lack of studies on the Pedagogical Content Knowledge (PCK) of this concept. We examined the integration of the PCK components of ten elementary education teacher educators in Argentina through a qualitative, interpretative, and exploratory study, using semi-structured interviews based on the Content Representation tool and the mapping approach. OTS and KSU were most integrated while KA was the least integrated. We discuss the implications of integration between PCK components for biodiversity teaching as a contribution to teacher training and future research.
•A PCK map approach was used to analyze teacher educators' PCK about biodiversity.•OTS and KSU were the most integrated components while KA was the least integrated.•OTS and KSC were the most integrated pair of PCK components.•PCK was found to be mainly idiosyncratic, with wide variations among teachers.•Context knowledge emerges as a possible component of PCK to be considered in PCK studies.