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Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice
KTH, School of Industrial Engineering and Management (ITM), Learning. (Department of Learning in Engineering Sciences)ORCID iD: 0000-0003-1993-683X
KTH, School of Education and Communication in Engineering Science (ECE), Learning. Athlone Institute of Technology, Athlone, Ireland..ORCID iD: 0000-0003-4199-4753
KTH, School of Education and Communication in Engineering Science (ECE), Learning.ORCID iD: 0000-0002-4115-6584
University of Limerick, Limerick, Ireland..ORCID iD: 0000-0003-4819-0424
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2018 (English)In: International journal of technology and design education, ISSN 0957-7572, E-ISSN 1573-1804Article in journal (Refereed) Published
Abstract [en]

Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.

Place, publisher, year, edition, pages
Springer, 2018.
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Educational Sciences
Identifiers
URN: urn:nbn:se:kth:diva-229453DOI: 10.1007/s10798-018-9456-1Scopus ID: 2-s2.0-85047791409OAI: oai:DiVA.org:kth-229453DiVA, id: diva2:1213105
Note

QC 20180611

Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2018-06-11Bibliographically approved

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Publisher's full textScopushttps://link.springer.com/article/10.1007/s10798-018-9456-1

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Gumaelius, LenaHartell, Eva

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