Abstract

SILVA, Aroldo Nascimento  and  FERNANDEZ, Carmen. A chemistry teacher, one content and two school contexts: from the personal PCK to the enacted PCK. Ens. Pesqui. Educ. Ciênc. [online]. 2021, vol.23, e26404.  Epub June 17, 2021. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172021230116.

In this work, we analyze how a teacher, inserted in two different school contexts, mobilizes his knowledge for teaching chemistry. We adopted as the theoretical background framing the teachers’ professional knowledge, more specifically the Pedagogical Content Knowledge (PCK). The data comprise audiovisual records of classes, interviews, answers to the Content Representation instrument (CoRe), stimulated video reflections and participant observation. The analyzes were based on the discursive interactions and the Refined Consensus Model. From these data, we access and analyze the personal and the enacted pedagogical content knowledge of the teacher and point out the contributions received by the different actors and contexts that made the teacher act differently in the two schools.

Keywords : Pedagogical Content Knowledge; Learning context; Teaching knowledge.

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