Pedagogical Content Knowledge: the missing paradigm in pre-service and in-service science teachers in Chile?

Abstract

Pedagogical content knowledge (PCK) is the theoretical construct most widely used in the last decades for pre-service and in-service teacher training around the world. In this article, we critically and extensively reviewed the international PCK literature. We examine the components and the different PCK styles, the relationship between PCK and practice, and PCK effect on students' learning. Finally, we analyze the national context in relation with pre-service and in-service teachers in Chile, with special emphasis in detecting the opportunities of developing PCK.