Measuring the validity of the pedagogical content knowledge (PCK) framework for inservice chemistry teachers

As the heart of teacher professional development, pedagogical content knowledge (PCK) represents a unique knowledge system that distinguishes teachers from subject matter experts. However, whether PCK is tranformative or integrative, as well as the relationship between PCK and subject matter knowledge (SMK) is still under debate. Besides, regardless of the framework (i.e. transformative versus integrative framework) adopted, most of the previous studies were qualitative in nature and often involved a small group of participants. Furthermore, little large-scale quantitative research has been conducted to test and/or compare the two frameworks. To address these gaps, this study aimed to develop a PCK scale and test the transformative and integrative frameworks that deal with the components of PCK among 352 in-service chemistry teachers. The PCK scale showed satisfactory convergent validity, discriminant validity, factorial validity, and predictive validity. Furthermore, the data collected supported both PCK frameworks, suggesting that SMK can be seen as both a component of PCK, and an important contributor to the development of PCK. Relevant implications are also discussed.