Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK

Abstract

Background: The knowledge that is required for teaching includes subject matter content knowledge (CK) and pedagogical content knowledge (PCK). Although CK and PCK are distinct components of the teachers’ knowledge, the distinction between those two components and the relationships between them are still underexplored. In a previous study, we showed that biology teachers that participated in a long-term professional development program view CK as an important component of the knowledge required for teaching biology, yet they see it as distinct from PCK. We wondered what are the views of mathematics teachers, who participate in a similar program, on the knowledge that is required for teaching and on the relationships between CK and PCK. In addition, we compared the participating mathematics and biology teachers’ tacit views of the knowledge required for teaching and on the relationships between CK and PCK. Results: We used the Repertory Grid Technique (RGT) as well as semi-structured interviews and a focus group, to elicit mathematics (n =13) and biology (n =16) teachers’ tacit views about the knowledge that is required for teaching. The results show that both mathematics and biology teachers view CK as a significant component of their teaching practice. However, whereas mathematics teachers tend to view CK and PCK as related entities, biology teachers tend to view them as separate. Conclusions: The main contribution of this study is in exposing that teachers from different disciplines may view differently the importance of high-level CK to their practice. The differences among the participating mathematics and biology teachers’ tacit views of the relationships between CK and PCK may aid in the design of professional development programs for mathematics and biology teachers. It is important to draw attention to the ability to recognize the tacit relationships between CK and PCK and to articulate these relationships in planning professional development programs.