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

Ronit Rozenszajn; Anat Yarden

doi:10.1016/j.stueduc.2015.06.001

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

Research output: Contribution to journal › Article › peer-review

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.

Original language	English
Pages (from-to)	19-27
Number of pages	9
Journal	Studies in Educational Evaluation
Volume	47
DOIs	https://doi.org/10.1016/j.stueduc.2015.06.001
State	Published - Dec 2015

All Science Journal Classification (ASJC) codes

Education

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10.1016/j.stueduc.2015.06.001

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title = "Exposing biology teachers' tacit views about the knowledge that is required for teaching using the repertory grid technique",

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.",

author = "Ronit Rozenszajn and Anat Yarden",

note = "Publisher Copyright: {\textcopyright} 2015 Elsevier Ltd.",

year = "2015",

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doi = "10.1016/j.stueduc.2015.06.001",

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JO - Studies in Educational Evaluation

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ER -

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

Abstract

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