Collaborative continuing professional development: Investigating the Development of Pedagogical Content Knowledge of Science Teachers

• Grant number: 24/22915-5
• Support Opportunities: Regular Research Grants
• Start date: September 01, 2025
• End date: August 31, 2027
• Field of knowledge: Physical Sciences and Mathematics - Chemistry
• Principal Investigator: Luciane Fernandes de Goes Bazetti
• Grantee: Luciane Fernandes de Goes Bazetti
• Host Institution: Instituto de Química (IQ). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Ana Cláudia Kasseboehmer

Abstract

Pedagogical Content Knowledge (PCK) is an important component of the teaching knowledge base, integrating different domains related to teaching. Research indicates that the development of PCK requires the analysis of the relationships between its components, and is a result of the integration and reflection of the teacher in action and on action. This research project adopts the model proposed by Park and Oliver, which defines PCK based on five components: (i) Orientations toward Teaching Science, (ii) Knowledge of Instructional Strategies and Representations, (iii) Knowledge of Student Understanding, (iv) Knowledge of Assessment of Science Learning and (v) Knowledge of Science Curriculum. The objective of this project is to investigate and analyze the development of PCK of Science teachers, especially Chemistry teachers, in the state public school system in São Carlos and neighboring cities, such as Itirapina and Ibaté. For this purpose, the already consolidated collaborative group EducAção will be used, which, through its participatory and reflective approaches, will serve as a space for proposing formative moments that aim to promote the development of PCK of the participating teachers. Data will be collected through questionnaires, semi-structured interviews, classroom observations, and materials produced by teachers. Observations and semi-structured interviews will be recorded in audio and/or video. Data analysis will be performed using a qualitative thematic analysis based on the five PCK components proposed by Park and Oliver. Integration between PCK components will be done using the PCK map approach. The project is expected to foster the creation of communities of practice among teachers, strengthening collaborative work and contributing empirically to the field of PCK research. In addition, the results should support ongoing teacher training, guidance on pedagogical practices in undergraduate and graduate courses, and the development of university extension projects. Thus, the research aims to contribute to the improvement of public policies and the reduction of educational inequalities, promoting the advancement of knowledge in the area. (AU)