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How do Early-career Biology Faculty Develop Pedagogical Content Knowledge? Exploring Variation and Longitudinal

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Active-learning instructors develop pedagogical content knowledge (PCK) by reflecting on student thinking and instructional strategies. This development is supported by pedagogical knowledge and specific practices, not just teaching experience.

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Area of Science:

  • Life Sciences Education
  • Higher Education Pedagogy
  • Teacher Professional Development

Background:

  • Effective active-learning instruction relies on instructors' pedagogical content knowledge (PCK).
  • PCK encompasses understanding student thinking and selecting appropriate instructional strategies.
  • Limited research exists on how instructors develop PCK over time.

Purpose of the Study:

  • To document the PCK development of early-career undergraduate life science instructors.
  • To investigate the relationship between teaching experience and PCK development.
  • To identify factors supporting PCK growth.

Main Methods:

  • Qualitative content analysis of instructor planning, implementation, and reflection over multiple semesters.
  • Adaptation of a rubric to assess PCK development trajectories.
  • Case study analysis of pedagogical knowledge and practices.

Main Results:

  • Instructors' PCK about student thinking became more evidence-based over time.
  • PCK regarding instructional strategies increasingly incorporated student thinking.
  • Teaching experience alone did not guarantee PCK development; pedagogical knowledge and practices were key.
  • A hypothetical model for PCK development was proposed.

Conclusions:

  • PCK development is an ongoing process influenced by specific pedagogical knowledge and practices.
  • Instructors can intentionally foster PCK growth through reflection and targeted actions.
  • Findings offer insights for designing professional development for science instructors.