Title: Developing pedagogical content knowledge: lessons learned from intervention studies
Authors: Evens, Marie ×
Elen, Jan
Depaepe, Fien #
Issue Date: 2015
Host Document: EARLI 2015, Book of Abstracts pages:1075-1076
Conference: Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) location:Limassol, Cyprus, date:25-29 August 2015
Abstract: Pedagogical content knowledge (PCK) positively impacts teaching quality and student learning. Therefore, intervention research on PCK development in (prospective) teachers is highly relevant. The present study reviews intervention studies aiming at PCK development. Based on a search in two databases (ERIC, WoS), a systematic review is conducted, focusing on three research questions: (1) How are the studies designed?, (2) How are the interventions designed?, and (3) What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and sciences education. A qualitative methodology is most frequently used. Drawing conclusions about effective elements is difficult due to the lack of contrast between effective and non-effective interventions. Especially the possibility for reflection and the presence of an expert are found to be important conditions to improve PCK. However, most intervention studies on PCK show methodological flaws. Guidelines for further research are provided.
Publication status: published
KU Leuven publication type: IMa
Appears in Collections:Instructional Psychology and Technology
Faculty of Psychology and Educational Sciences, Campus Kulak Kortrijk – miscellaneous
Faculty of Psychology and Educational Sciences - miscellaneous
× corresponding author
# (joint) last author

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