A chemistry teacher, one content and two school contexts
from the personal PCK to the enacted PCK
DOI:
https://doi.org/10.1590/1983-21172021230116%20Keywords:
Teacher training., Pedagogical Content Knowledge., Learning context.Abstract
In this work, we analyze how a teacher, inserted in two different school contexts, mobilizes his knowledge for teaching chemistry. We adopted the theoretical knowledge base of teachers, more specifically the pedagogical content knowledge, PCK. The data comprise audiovisual records of classes, interviews, answers to the Content Representation instrument, stimulated video reflections and participant observation. The analyzes were based on the Pedagogical Reasoning and Action Model, the discursive interactions and the Refined Consensual Model. From these data, we access and analyze the personal PCK (pPCK) and the enacted PCK (ePCK) of the teacher and point out the contributions received by the different actors and contexts that made the teacher act differently in the two schools.
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