The development of pedagogical content knowledge of pre-service Chemistry teachers during the pedagogical residency program

• Grant number: 21/03489-7
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: September 01, 2021
• End date: June 23, 2024
• Field of knowledge: Physical Sciences and Mathematics - Chemistry
• Principal Investigator: Carmen Fernandez
• Grantee: Luciane Fernandes de Goes Bazetti
• Host Institution: Instituto de Química (IQ). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 13/07937-8 - Redoxome - Redox Processes in Biomedicine, AP.CEPID
• Associated research grant(s): 25/06712-0 - 16th Conference of The European Science Education Research Association - ESERA 2025, AR.EXT

Abstract

Pedagogical Content Knowledge (PCK) is an important component of the teachers' base knowledge. Research has pointed out that, in order to understand the development of the PCK, it is necessary to analyze the relationship between its components. A developed PCK would then be the result of the integration, by the teacher, of the different constituent domains of the PCK. For more than three decades, there have been various interpretations and models about the PCK. The model proposed by Park and Oliver, for example, focuses specifically on the integration of components and the process of reflection in action and about the action. For the authors, the PCK consists of five components: (I) orientations for teaching Science; (II) knowledge of the assessment; (III) knowledge of instructional strategies; (IV) knowledge of the curriculum; and (V) knowledge of students' understanding. In this project, we intend to investigate how the development of the PCK occurs in terms of the relationships between its different components throughout the Pedagogical Residency Program of the University of São Paulo - SP. The data will be collected from the residents and teachers who teach in the program, through questionnaires, semi-structured interviews, material produced and observations of classes. Observations and semi-structured interviews will be recorded in audio and/or video. For data analysis, a qualitative thematic analysis based on the five components of the PCK proposed by Park and Oliver will be used. The integration between the components of the PCK will be done following the methodology of maps of PCK. It is expected to provide an empirical contribution to the research related to the PCK, in addition to producing subsidies to guide the training of teachers in order to maintain its constant reflection considering the possible and necessary changes in its structure. (AU)