Finding the Means to Initiate and Sustain a Teacher Educator’s Pedagogical Content Knowledge (PCK) Development in Science Education

Abstract

The narrative in this chapter traces my personal continuum of professional and academic learning since my move from classroom science teacher to teacher educator. It chronicles the events that triggered my interest in the scholarship of science teaching, particularly around pedagogical content knowledge (PCK), and the realisation that reflective practice via action research was a powerful means of enhancing my own PCK for initial teacher education. This meta-study uses a self-study research approach featuring a focus on my own practice; the use of qualitative research methods; collaborative interactions with my academic colleagues; and validation of my findings based on trustworthiness. The data for the meta-study comes from research articles I have published over a 10-year period. Using PCK as a conceptual framework, I draw data from these articles to track my own development of self-identity as a teacher educator. Designing research approaches that are compatible with teaching and research requirements and agendas and bring no harm to students is challenging. In this chapter I discuss the strategies I evolved over time for embedding action research in my teaching practice to ensure that the research was trustworthy, worthwhile and ethical.