Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) location:Limassol, Cyprus, date:25-29 August 2015
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.