Special Interest Group Meeting of EARLI SIG 6 location:Dijon, France date:24-26 August 2016
Several models on teacher knowledge and its development define pedagogical content knowledge (PCK) and its relation with content knowledge (CK) and pedagogical knowledge (PK). Gess-Newsome (1999) distinguishes between integrative, transformative and combination models about teacher knowledge. It is however unclear which model optimally promotes teacher knowledge development in teacher education. In an experimental study the effectiveness of these conceptual models in the context of French is compared. For every model an online learning environment is systematically designed. Participants’ PCK, CK and PK are measured by means of quantitative pre-, post- and retention tests. Expected results are described in the paper.