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Exposing biology teachers’ tacit views about the knowledge that is required for teaching using the repertory grid technique.pdf

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Exposing biology teachers’ tacit views about the knowledge that is required for teaching using the repertory grid technique.pdf

Studies in Educational Evaluation 47 (2015) 19–27 Contents lists available at ScienceDirect Studies in Educational Evaluation journal homepage: /stueduc Exposing biology teachers’ tacit views about the knowledge that is required for teaching using the repertory grid technique Ronit Rozenszajn, Anat Yarden * Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, Israel ARTICLE INFO Article history: Received 1 April 2015 Received in revised form 29 May 2015 Accepted 2 June 2015 Available online 21 June 2015 Keywords: Biology teacher Content knowledge Pedagogical content knowledge Personal construct psychology theory Repertory grid technique Tacit view ABSTRACT Several types of knowledge are known to be required for teaching, including content knowledge (CK) and pedagogical content knowledge (PCK). Exploring the relationships between CK and PCK is not a straightforward task due to their complex and tacit nature. Here we aim to expose biology teachers’ views about the knowledge required for teaching biology and their tacit views about the relationships between CK and PCK using the repertory grid technique. Data collected from 23 in-service experienced high-school biology teachers revealed that CK is viewed by the participating teachers as an important component of knowledge for teaching. Analysis of their tacit views about the relationships between CK and PCK revealed that CK is viewed by and large as distinct from PCK. ? 2015 Elsevier Ltd. All rights reserved. 1. Rational Experienced teachers possess special knowledge, acquired during their teaching. Considerable effort has been made in the last three decades to construct a well-established conception of science teachers’ knowledge. It was Shulman (1986) who ?rst suggested that there are several types of knowledge required for teaching, including content knowledge (CK) and pedagogical content knowledge (PCK). Shulman de?ned CK as the amount and organization of subject-matter knowledge per se in t