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| Author | Disciplinary domain | Participants
(a) Educational level
(b) Teaching experience
(c) Number of participants | Research methods | Intervention
(a) Description
(b) PCK sources
(c) Location
(d) Main actors | Main results |
|
| Arbaugh and Brown [19] | Math | (a) Secondary
(b) In-service, wide range
(c) 7 | Qualitative: interview, document analysis | (a) Project in which participants learned to critically examine mathematical tasks
(b) PCK courses, contact with cooperating teachers, and reflection
(c) Off-site
(d) Expert, equally experienced teacher | The intervention supported a growth in PCK. |
|
| Aydin et al. [31] | Science | (a) Secondary
(b) Preservice
(c) 3 | Qualitative: interview, document analysis | (a) Practicum based on content representations and mentoring
(b) PCK courses, teaching experience, contact with cooperating teachers, and reflection
(c) Combination
(d) Expert | Due to participation in the intervention, participants moved from fragmented PCK to more integrated PCK. |
|
| Aydin et al. [32] | Science | (a) Secondary
(b) Preservice
(c) 3 | Qualitative: interview, document analysis | (a) Practicum based on content representations and mentoring
(b) PCK courses, teaching experience, contact with cooperating teachers, and reflection
(c) Combination
(d) Expert | Due to the intervention, there was a growth in participants’ interplay of PCK components. Participants moved from fragmented PCK to more integrated PCK. |
|
| Beyer and Davis [36] | Science | (a) Elementary
(b) Preservice
(c) 24 | Quantitative: document analysis | (a) Methods course in which participants learned to analyze lesson plans with the aid of scaffolds
(b) PCK courses, reflection
(c) Off-site
(d) Expert | After participation, the teachers displayed greater strengths from pre- to posttest in applying their PCK to improve science lesson plans. |
|
| Buchholtz and Kaiser [35] | Math | (a) Secondary
(b) Preservice
(c) 496 | Quantitative: test | (a) Two innovative programs for restructuring the entry phase of math teacher education programs
(b) CK, PCK courses
(c) Off-site
(d) Expert | There are only small improvements in the acquisition of PCK and only minor attainment differences with control group. |
|
| Burton [24] | Science | (a) Secondary
(b) In-service, 3–43 years
(c) 17 | Qualitative: document analysis, interview | (a) Scaffolded professional development with analysis of student work
(b) Teaching experience, reflection
(c) Combination
(d) Equally experienced teacher | There is some progress in gaining more PCK, but not as much as in CK. |
|
| Capraro et al. [41] | Math | (a) Elementary
(b) Preservice
(c) 193 | Quantitative: test | (a) Methods course with field experience
(b) Teaching experience
(c) Combination
(d) More experienced teacher | Participation in intervention positively influenced participants’ PCK. There is no difference between two groups differing on duration of field experience. |
|
| Dash et al. [20] | Math | (a) Elementary
(b) In-service, +5 years
(c) 79 | Quantitative: survey | (a) Three online professional development programs focused on exploring engaging mathematical activities
(b) PCK courses, teaching experience, and contact with cooperating teachers
(c) Off-site
(d) Expert | Teachers in the experimental group had significantly greater gains in PCK than teachers in the control group. |
|
| Davis [45] | Math | (a) Secondary
(b) Preservice
(c) 13 | Mixed: test, interview | (a) Use of two different handbooks
(b) PCK courses
(c) Off-site
(d) Expert, participants themselves | Both handbooks positively influenced PCK, but the effect of the textbook with more information for teachers in the margins (on student misconceptions and on time needed for each section) had a larger effect.
Influence of background variables on how teachers understood the textbooks and how they learned from them is as follows: beliefs about math, perceptions about textbooks (based on previous experiences). |
|
| De Jong and van Driel [21] | Chemistry | (a) Secondary
(b) Preservice
(c) 8 | Qualitative: interview | (a) Teacher education program in which participants had to choose and teach a chemistry topic that is difficult for students
(b) Teaching experience, reflection
(c) Combination
(d) Expert | The intervention led to a development of participants’ knowledge of teaching difficulties and of students’ difficulties. |
|
| De Jong et al. [52] | Chemistry | (a) Secondary
(b) Preservice
(c) 12 | Qualitative: document analysis, discussion observation | (a) Experimental introductory course module that connected authentic teaching experiences with institutional workshops
(b) PCK courses, teaching experience, contact with cooperating teachers, and reflection
(c) Combination
(d) Expert | Through learning from teaching, the participants further developed their PCK, although this development varied among participants. |
|
| Dignath et al. [62] | Math | (a) Elementary + secondary
(b) In-service, 1–20 years
(c) 20 | Quantitative: test | (a) Summer workshop and academic-year course focusing on reflection on participants’ own mathematical practices and students’ algebraic thinking
(b) PCK courses, contact with cooperating teachers, and reflection
(c) Off-site
(d) Expert, equally experienced teacher | Participants improved significantly on measures of PCK related to course goals. |
|
| Goodnough and Hung [33] | Science | (a) Elementary + secondary
(b) In-service, 2–23 years
(c) 6 | Qualitative: interview, meeting observation, and document analysis | (a) Project on developing and implementing problem-based learning
(b) PCK courses, teaching experience, and reflection
(c) Combination
(d) Equally experienced teacher | The participants showed improvement in all 5 PCK domains. |
|
| Harr et al. [39] | Math | (a) Secondary
(b) Preservice
(c) 60 | Quantitative: test | (a) Computer-based learning environment: 2 conditions differing on integration of PCK and PK support
(b) PCK courses
(c) Off-site
(d) Expert: computer | Integrated condition led to greater application of PCK and PK and to an increase in applying both knowledge types simultaneously.
No moderating effect of background variables is shown: prior knowledge and working memory. |
|
| Jang [43] | Physics | (a) Higher
(b) In-service, novice
(c) 1 | Mixed: student survey, interview | (a) Six workshops based on discussion between novice teachers and professionals
(b) PCK courses, contact with cooperating teachers, and reflection
(c) Off-site
(d) More experienced teacher | The mean score of each PCK category was enhanced, but only the gains in the categories “subject matter knowledge” and “instructional representations and strategies” were significant. |
|
| Justi and van Driel [26] | Chemistry | (a) Secondary
(b) In-service, novice
(c) 1 | Qualitative: interview, document analysis | (a) Project consisting of a series of institutional meetings in combination with an action research project
(b) CK, PCK courses, teaching experience, contact with cooperating teachers, and reflection
(c) Combination
(d) Expert | The participant’s PCK gained substantially from her experiences during the meetings, in combination with her action research project and the reflections on these experiences. |
|
| Justi and van Driel [30] | Science | (a) Secondary
(b) In-service, novice
(c) 5 | Qualitative: interview, document analysis | (a) Project consisting of a series of institutional meetings in combination with an action research project
(b) CK, PCK courses, teaching experience, contact with cooperating teachers, and reflection
(c) Combination
(d) Expert | Both the activities of the course and the conducting of and reflection on their research projects contributed to the development of teachers’ PCK. |
|
| Kanter and Konstantopoulos [27] | Science | (a) Secondary
(b) In-service, mixed
(c) 9 | Quantitative: document analysis | (a) Implementation of project-based science curriculum, together with professional development sessions
(b) CK, PCK courses, teaching experience, and contact with cooperating teachers
(c) Combination
(d) Expert | There is large increase in participants’ PCK due to the intervention. |
|
| Khourey-Bowers and Fenk [28] | Chemistry | (a) Elementary + secondary
(b) In-service
(c) 69 | Mixed: test, document analysis | (a) Constructivist chemistry professional development including a wide variety of instructional methods
(b) PCK courses, teaching experience, and contact with cooperating teachers
(c) Combination
(d) Expert | The total sample enhanced PCK during the professional development program. |
|
| Kinach [54] | Math | (a) Secondary
(b) Preservice
(c) 21 | Qualitative: document analysis | (a) Teaching experiment focusing on making participants’ views about instructional explanations explicit and challenging those views.
(b) PCK courses, contact with cooperating teachers
(c) Off-site
(d) Expert | Participants’ PCK became less procedural and more relational. |
|
| Luft et al. [42] | Science | (a) Secondary
(b) In-service, novice
(c) 98 | Quantitative: interviews | (a) Four different induction programs: science specific university programs, electronic mentoring programs, general induction programs, and internship programs
(b) CK, PCK courses, and contact with cooperating teachers
(c) On-site
(d) Expert (conditions 1 and 2), more experienced teacher | There is significant difference in PCK of all teachers over time but no differences between the induction programs. |
|
| McNeill and Knight [51] | Science | (a) Elementary + secondary
(b) In-service, 1–42 years
(c) 70 | Qualitative: test | (a) Three professional development workshop series guided by a situated view of knowledge
(b) PCK courses, teaching experience, and contact with cooperating teachers
(c) Off-site
(d) Expert | PCK was only developed in one of two contexts: while participants developed greater proficiency analyzing student writing, they were less effective at analyzing argument structure or dialogic interactions in classroom discussion. |
|
| Michalsky [37] | Science | (a) Secondary
(b) Preservice
(c) 188 | Quantitative: test, document analysis, and lesson observation | (a) Four learner-centered, active-learning, and peer-collaborative environments, differing on prompts that participants received while completing tasks
(b) PCK courses, contact with cooperating teachers, and reflection
(c) Off-site
(d) Expert | All 4 groups made progress over time in PCK. The group with cognitive, metacognitive, and motivational prompts significantly outperformed all other groups. The group with cognitive and metacognitive prompts significantly outperformed the group with motivational prompts, and the group without prompts attained the significantly lowest mean scores. |
|
| Monet and Etkina [46] | Science | (a) Secondary
(b) In-service, mixed
(c) 10 | Quantitative: test | (a) Inquiry-based professional development program with focus on reflection
(b) PCK courses, contact with cooperating teachers, and reflection
(c) Off-site
(d) Expert | The intervention had a significant positive effect on participants’ learning of PCK. |
|
| Nilsson and Loughran [53] | Science | (a) Elementary
(b) Preservice
(c) 34 | Qualitative: document analysis, interview | (a) Methods course based on the use of content representations
(b) PCK courses, teaching experience, and reflection
(c) Combination
(d) Expert | By focusing their attention on practice through consideration of the content representation methodology, the participants were developing their PCK. |
|
| Park and Oliver [44] | Science | (a) Secondary
(b) In-service, experienced
(c) 3 | Qualitative: lesson observation, interview | (a) Portfolio creation
(b) CK, PCK courses, and reflection
(c) On-site
(d) Participants themselves | The intervention affected 5 aspects of the participants’ instructional practices that were closely related to PCK development: (a) reflection on teaching practices, (b) implementation of new and/or innovative teaching strategies, (c) inquiry-oriented instruction, (d) assessments of students’ learning, and (e) understanding of students. |
|
| Rodrigues et al. [38] | Science + ICT | (a) Secondary
(b) In-service
(c) 16 | Mixed: survey, interview, and log data | (a) Project focused on continuing professional development
(b) PCK courses, teaching experience, and contact with cooperating teachers
(c) On-site
(d) Expert, equally experienced teacher | The development of communal practice has encouraged participants to enhance their PCK. |
|
| Roth et al. [40] | Science | (a) Elementary
(b) In-service, +9 years
(c) 48 | Quantitative: test, document analysis, and lesson observation | (a) Video-based analysis-of-practice professional development program
(b) CK, PCK courses, teaching experience, and contact with cooperating teachers
(c) Combination
(d) Expert, equally experienced teacher | Participants outperformed the content-only control group in all outcomes, including PCK. |
|
| Santagata et al. [50] | Math | (a) Elementary
(b) In-service
(c) 64 | Quantitative: survey | (a) Professional development consisting of video-based modules
(b) CK, PCK courses, teaching experience, and contact with cooperating teachers
(c) Combination
(d) Expert | The program did not significantly impact teacher knowledge or practices as measured in the study. |
|
| Smith and Neale [22] | Science | (a) Elementary
(b) In-service, mixed
(c) 10 | Qualitative: interview, lesson observation | (a) Summer program that focused upon conceptual change teaching in science
(b) PCK courses, teaching experience, contact with cooperating teachers, and reflection
(c) Off-site
(d) Expert | Changes in PCK affected participants’ teaching in summer lessons. |
|
| Spear-Swerling [47] | Literacy | (a) Elementary
(b) Preservice
(c) 45 | Quantitative: test | (a) Language arts course including field experiences
(b) CK, PCK courses, and teaching experience
(c) Combination
(d) Expert | Participants improved significantly on all 5 knowledge tasks on PCK after course instruction. |
|
| Sperandeo-Mineo et al. [29] | Physics | (a) Secondary
(b) Preservice
(c) 28 | Quantitative: test | (a) Workshop based on a learning-by-scaffolding apprenticeship model
(b) CK, PCK courses, contact with cooperating teachers, and reflection
(c) Off-site
(d) Expert, more experienced teacher | The implemented teaching-learning environment was effective in guiding participants toward the construction of an appropriate PCK. |
|
| Strawhecker [48] | Math | (a) Elementary
(b) In-service
(c) 96 | Quantitative: test | (a) Four conditions of methods and content courses, differing on the presence of field experiences
(b) Effective conditions: PCK courses, CK, and teaching experience. Noneffective conditions: PCK courses or CK.
(c) Effective conditions: combination. Noneffective conditions: off-site.
(d) Expert, participants themselves | Conditions with a field part performed better on PCK than conditions without a field part. |
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| Tirosh [49] | Math | (a) Elementary
(b) Preservice
(c) 30 | Mixed: test, interview | (a) Methods course focusing on common misconceptions held by children
(b) CK, PCK courses
(c) Off-site
(d) Expert | By the end of the course, most participants were familiar with various sources of incorrect responses. |
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| Wahbeh and Abd-El-Khalick [23] | Science | (a) Secondary
(b) In-service
(c) 6 | Qualitative: observation, document analysis, and log data | (a) Summer course
(b) Reflection, CK, contact with cooperating teachers, and PCK courses
(c) Off-site
(d) Expert | Participants picked up PCK aspects in teaching practice, but transfer is limited. Particularly, themes that were part of the course are used in practice.
A mediating effect of several background characteristics of the participants was found, that is, their CK, PK, attention to students’ prior knowledge, their abilities to locate, adapt and design content-related instructional resources, and the nature and attributes of their science understanding. |
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| Watson and Beswick [34] | Math | (a) Secondary
(b) In-service
(c) 29 | Quantitative: test | (a) Continuing professional development program focusing on developing teachers’ own skill efficiency and conceptual understanding and considering how they could provide similar opportunities for their pupils
(b) CK, PCK courses, teaching experience, contact with cooperating teachers, and reflection
(c) Off-site
(d) Expert | Consideration of student work products in this professional development helped to move teacher cognition from their own knowledge about the topic to more informed PCK. |
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| Weber et al. [55] | Math | (a) Elementary
(b) In-service
(c) 7 | Mixed: interview, test, and observation | (a) Modeling instruction environment with emphasis on improving their CK as a basis for affecting the development of PCK
(b) CK, PCK courses
(c) Off-site
(d) Expert | The intervention helped the teachers conceive of math as a tool to explain scientific phenomena and provided the teachers with opportunities to reflect upon the process of learning math, which are both foundational to the development of CK and PCK. |
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