Repositioning Pedagogical Content Knowledge in Teachers' Knowledge for Teaching Science (PDF)

Anne Hume was a member of the TEMS Education Research Centre at the University of Waikato, New Zealand from 2005-2016, where she led the Science Research Group, lectured on science education at the undergraduate, graduate and postgraduate levels, and supervised doctoral students. In her last year there she was Director of the TEMS Centre. Her key research interest has been in science PCK development for pre-service and in-service teachers and teacher educators, using approaches such as reflective writing, simulation of classroom practice and Content Representation (CoRe design).



Rebecca Cooper is a Senior Lecturer at the Faculty of Education, Monash University, Australia. She works predominantly with pre-service and in-service science teachers and her research interests include considering how science teachers and science teacher educators develop pedagogical knowledge and pedagogical content knowledge throughout their careers; improving the quality of science teaching to increase student engagement; and working with teachers on promoting values in their science teaching in an effort to better understand the development of scientific literacy with students.



Andreas Borowski is a Professor at the Faculty of Mathematics and Science, Potsdam University, Germany, where he is also Director of the Teacher Education and Education Research Center (ZeLB). His research interests are in the professional knowledge of pre-service and in-service physics teachers; and in investigating the connections between pedagogical knowledge, pedagogical content knowledge and content knowledge for pre-service teachers. In the context of in-service education, he studies the influence of physics teachers' professional knowledge through videotaped classroom performance assessments, together with students' learning gain and motivation.