Instruments to Assess the Pedagogical Content Knowledge (PCK) of Technology Student Teachers

Abstract

Pedagogical content knowledge (PCK) is key to teacher education, and the literature distinguishes between four methodologies to measure PCK in technology education. However, examples of such related instruments are scarce. The purpose of this paper is to present a set of theory-based instruments which were developed to measure technology student teachers’ PCK during practice in teacher education. The research questions are: What are the features of such instruments? In what way can instruments used for practice in teacher education be viewed as research instruments measuring PCK? The underlying theory is the Content representation (CoRe) approach supplemented by Pedagogical and Professional experience Repertoires (PaP-eRs). The CoRes contain sets of key ideas and a set of pedagogical questions/prompts which unpack each key idea. PaP-eRs are a narrative account of a teacher’s PCK for a particular topic and emerges from the actual practice. Based on the theoretical foundation of PCK, specifically a CoRe and PaP-eRs approach, and following desktop and action research, this paper presents a lesson plan, which requires technology students to reflect on the CoRes by relying on content knowledge, and the pedagogical questions which interrogate each big idea. A technology-specific observation schedule was also developed to elicit the students’ CoRes and PaP-eRs. An existing, generic lesson presentation assessment rubric, which is mandatory for all students across all subjects during their practical teaching, is also presented. In hindsight PaP-eRs are developed from student’s reflection on the lesson plan and presentation as well as detailed descriptions/reflections on and discussions about issues pertaining to the CoRes. The current PCK instruments hold substantial value for technology teacher education and research in developing contexts; however, their potential impact in developed contexts is even greater, provided they are systematically adapted to foreground Technological Pedagogical Content Knowledge (TPACK) more explicitly.