This mixed methods case study investigated mathematics teachers‘ perspectives of the effects of the Lesson Study Process on their content knowledge, pedagogical knowledge, and the potential for students‘ achievement. The population was 55 teachers from elementary, middle, and secondary schools in a metropolitan area. The three research questions guiding this study were: (1) What are the perspectives of teachers on the impact of the Lesson Study Process on their mathematical content knowledge? (2) What are the perspectives of teachers on the impact of the Lesson Study Process on their pedagogical knowledge? (3) What are the perspectives of teachers on the potential impact of the Lesson Study Process on their students‘ achievement? Literature pertaining to constructivism, teacher professional development, and Lesson Study was reviewed. Data from surveys, questionnaires, and focus group sessions were examined both quantitatively and qualitatively to determine common categories, themes, and connections to each of the research questions. The teachers believed that their mathematics content knowledge was positively affected in the areas of deeper understanding which led to an increase in self-confidence. The teachers also believed that their pedagogical knowledge was enhanced in the areas of planning and attention to student thinking. Finally, the teachers mentioned five areas for potential improvement in students‘ achievement. They included: students‘ increased conceptual understanding of the topics taught during the research lessons, planning lessons more thoroughly by making them relevant to the students‘ daily lives and planning it within the context of the state‘s curriculum, shifting the focus of an in-class observation from the teacher‘s performance to student thinking, and a similar shifting of the manner in which students are assessed—from right/wrong answers to seeking thought processes whereby the student may correct misunderstanding.

Thesis (Ph.D.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2012 / Reflection about lessons delivered is a practice widely encouraged in teaching. Reasoning, particularly about transformation of subject matter knowledge of lessons yet to be taught, is an internal process and a speciality evident largely in expert teachers. The study investigates the feasibility of fast-tracking its development in pre-service chemistry teachers. It focuses on developing this specialty within a specific topic, as a theoretical construct called Topic Specific PCK (TSPCK). Five knowledge components of TSPCK are identified as the enablers that transform subject matter knowledge. The components are: (1) students’ prior knowledge, (2) curricular Saliency, (3) what is difficult to teach (4) representations, including powerful analogies, and (5) conceptual teaching strategies. These components are identified, with reference to literature, as aspects specific to the subject matter knowledge of the teacher and useful in its teachability. A new tool to measure the quality of TSPCK is developed. The procedure for developing the tool consists of the following steps: (i) confirming the characteristics of the test items fitting the Topic Specific PCK construct, (ii) production of test items, (iii) judgment of items, (iv) construction of the instrument (v) piloting and (vi) validation of the instrument. Care is taken to ensure presentation of multiple evidence and discussions, addressing the interpretive and arguments as requirements for showing validity of the construct measured by the instrument. The Topic Specific PCK tool is validated with a group of 20 practicing teachers. The tool is scored, using a rubric corresponding to the five components with each being rated on a four point scale, from 1 (Limited) to 4 (Exemplary). The analysis of the generated scores is done using the Rasch statistical model (Winstep, version 3.72.3). The reliability indices as indicated by person reliability and item reliability are found to be high at 0.86 at 0.91, respectively. The persons and item scores reflect measures well inside the conventionally acceptable range of -2 and +2. A further indicator of validity of the tool is the empirically calculated hierarchy of test items’ order of difficulty, found similar to the theoretically predicted pattern for the teacher group. Based on the above analysis and findings, I regard the tool as valid and reliable. My research design is based on mixed-methods research (MM). The research strategy takes the form of a case study. The study is located in a methodology class for final year physical science pre-service teachers. They formed an experimental group (N=16) for this study. I delivered an intervention, targeting understanding of transformation of Chemical Equilibrium concepts, using the above listed five knowledge components. I collected data through a combination of tools, including the newly designed Topic Specific PCK tool in Chemical Equilibrium, an Achievement tool and a science teacher Belief tool. Both the Achievement and the Belief tools were adapted from existing tools, and were thus considered tried and validated. The findings suggest that the quality of Topic Specific PCK in chemical equilibrium may be improved in pre-service teachers by the explicit discussion of the knowledge enabling its transformation. They also suggest that, in the process of discussing aspects of subject matter knowledge related to its transformation, pre-service teachers improve their conceptual understanding of chemical equilibrium. Both these improvements were not affected by the shift or lack of shift in teacher beliefs from teacher-centred towards student-centred practices. I acknowledge the small size of the sample as a practical limitation to the generalization of the statistical findings in this study. I suggest that emphasis be placed on the trends displayed, as they are similar to those obtained from the multiple sources of the qualitative component of the study. Finally, I recommend that the development of PCK in pre-service teachers be considered in a topic by topic manner. I urge that the teaching of chemistry topics be explicitly organized in a format in which pre-service teachers would be expected to reason about them, and particularly transform them for teaching.

ABSTRACT This study investigates what and how mathematics (for teaching) is constituted in classroom practice. Specifically mathematical knowledge for teaching fractions in Grade 7. One teacher was studied to gain insight into the mathematical problemsolving the teacher does and the dilemmas he faces as he goes about his work. The analysis of the data show that the mathematical problem-solving that this particular teacher engaged in can be classified as demonstrating, encouraging and working with learner ideas. He appealed to mathematics (rules & empirical), experience (everyday) and the curriculum (tests and exams) to fix meaning. The mathematical problem solving and appeals he made threw up dilemmas of representing the content, competing goals and student thinking. This aided in providing a description of what mathematics for teaching is in this practice. The report concludes with a discussion of what teachers need to know or study in order to become better mathematics teachers and where do they find these courses to accommodate their need to improve as mathematics teachers.

Postgraduate tutors have an important role to play in teaching and learning in higher education. There has been substantial research conducted in this area - much of it is orientated towards improving the quality of the methods of instruction and classroom practice. Far less research has been focused on the postgraduate tutors as producers of content. This research is based on an intervention that tasked five postgraduate tutors with planning two tutorials and designing an assessment task: activities that fell outside the scope of their usual work and roles. The aim of the research is to discover more about how postgraduate tutors, who typically have extensive and expert content knowledge, but very little pedagogical knowledge, develop pedagogical content knowledge. The study tracks the decision making process and the knowledge reservoirs that the participants emphasise in their planning and design in order learn about the teaching beliefs and priorities of these novice teachers. The analysis goes on to explore the criteria for legitimation that the postgraduate tutors establish and/ or entrench. The study finds that the participants are highly sensitive to the many kinds of constraints that circulate and that they in turn re-circulated. It goes on to suggest that postgraduate tutors are likely to reproduce the regulative rules that they find in operation and the cumulative messages of what is valued in terms of student and teacher performance in a given context.

Esta pesquisa se insere na temática de conhecimento de professores. Trata-se de um estudo de caso e a coleta e o tratamento dos dados se inserem na perspectiva da pesquisa qualitativa. Nosso intuito foi o de investigar o conhecimento pedagógico de conteúdo (CPC) de uma professora de química quando esta desenvolveu o tópico \"soluções\" nas suas turmas de Ensino Médio. Objetivou-se ainda contribuir com evidências sobre o papel do conhecimento de conteúdo no CPC. Nossos dados estão baseados em questionários, planos de aula, planejamentos, CoRes, registros audiovisuais de aulas e entrevistas. Os dados foram todos transcritos e a análise dos mesmos foi baseada na categorização das manifestações do conhecimento de professores e interpretados com relação aos correspondentes domínios dos conhecimentos de professores, conforme proposto por Rollnick et al. (2008). As interações discursivas presentes nas aulas da professora foram analisados segundo a ferramenta proposta por Mortimer e Scott (2002). A triangulação desses dados permitiu inferir sobre o conhecimento pedagógico do conteúdo dessa professora e revelaram que ela possui um CPC pouco desenvolvido com relação ao conteúdo investigado, enfatizando a memorização e cálculos em detrimento de conteúdos conceituais. Nesse estudo de caso o conhecimento do conteúdo se revelou importante e afetou outros domínios de conhecimento dessa professora, gerando reflexos no desenvolvimento do seu CPC. Concluímos pela centralidade do papel desempenhado pelo conhecimento do conteúdo no desenvolvimento do CPC e consideramos o conhecimento do conteúdo como um dos componentes essenciais do CPC. / This work has a qualitative research perspective and it is a case study related to teacher knowledge. Our focus was the pedagogical content knowledge (PCK) of a chemistry teacher during the developing of the subject matter \"solution\" at high school context. The aim of this research was also provide some evidences about the role of the subject matter knowledge (SMK) in the PCK construct. Our data are based in questionnaires, classes plans, planning, CoRes, classes video recordings and interviews. Data were all transcribed and categorized by using categories related to the manifestations of teacher knowledge and interpreted in relation to the corresponding domains of teacher knowledge, as proposed by Rollnick et al. (2008). The discursive interactions observed in classroom were analyzed by using the tool proposed by Mortimer e Scott (2002). Data triangulation allowed us conclude that the PCK of this teacher is not very well developed in relation to the subject matter investigated. The teacher emphasizes procedural approaches at the expense of conceptual understanding. During this case study the role of SMK was highlighted and it influenced others domains of this teacher knowledge, reflecting in her PCK development. We concluded by the central role performed by SMK in the PCK development and we consider SMK as one of the PCK essential components.

Este estudo se enquadra na área de formação de professores e mostra como um professor de Ensino Médio inserido em contextos escolares distintos realiza o ensino de química, tendo em vista os diferentes personagens envolvidos em um ambiente de mediação pedagógica - professor, estudantes e instituição escolar - e como isso modifica a sua forma de ensinar. Para compreender como o seu conhecimento base é utilizado ao ensinar um determinado tópico de química em instituições escolares distintas, utilizou-se como referencial teórico o conhecimento pedagógico do conteúdo (PCK), que possibilita entender como o conteúdo específico pode ser pedagogicamente modificado de modo a torná-lo um conhecimento acessível ao estudante, levando em conta os condicionantes do contexto educativo. Nossos dados compreendem registro em áudio e vídeo de aulas do professor investigado em duas escolas distintas, referentes ao mesmo conteúdo químico, entrevistas semiestruturadas, reflexões vídeo-estimuladas e observação participante. O acesso ao PCK foi realizado por meio do instrumento CoRe (Representação do Conteúdo) e da ferramenta de análise das interações discursivas. Esta última possibilitou entender os significados que surgem em um ambiente de mediação pedagógica, por meio do uso da linguagem e outras formas de comunicação, sempre levando em conta o contexto social. A análise dos dados foi baseada no modelo de Raciocínio Pedagógico e Ação, proposto por Shulman, que abarca os conhecimentos que o professor possui sobre o conteúdo e as abordagens metodológicas que desenvolve sobre um determinado assunto, permitindo entender as modificações que aconteceram em cada contexto escolar. Para o conceito PCK adotamos o modelo de Grossman que o coloca numa posição central em relação aos demais conhecimentos de professores - conteúdo específico, pedagógico geral e contexto - e que exerce influencia e é influenciado por todos eles. Dessa forma foi possível compreender, no caso das aulas analisadas - nomenclatura de compostos orgânicos e reações de polimerização - a forma como o contexto interferiu no processo de ensino do professor sujeito dessa pesquisa e, como este mobilizou o seu PCK de forma a transformar um determinado conteúdo para melhor atender seus estudantes. / This study fits in the area of teacher education and shows how a teacher High School working in different school contexts proceeds the teaching of chemistry, in view of the different characters involved in an environment of pedagogical mediation - teachers, students and the school - and how it modifies the way they teach. To understand how your knowledge base is used to teach a particular topic of chemistry in different educational institutions, we used as the theoretical background the Pedagogical Content Knowledge (PCK), which allows to understand how the specific content can be pedagogically modified to make it accessible to the student, taking into account the constraints of the educational context. Our data included audio and video recording of classes of the investigated teacher in two different schools, concerning the same chemical content. Also it included semi-structured interviews, video-stimulated reflections, and participant observation. Access to PCK was performed using the instrument CoRe (Content Representation) and the discoursive interactions analysis\' tool. The latter made it possible to understand the meanings that arise in an environment of pedagogical mediation, through the use of language and other forms of communication, always taking into account the social context. Data analysis was based on the Model of Pedagogical Reasoning and Action proposed by Shulman, embracing the knowledge that the teacher has on the subject matter and methodological approaches that develops on a particular subject, allowing to understand the changes that happened in each school context. We adopted the model of Pedagogical Content Knowledge from Grossman that puts PCK in a central position in relation to other teacher\' knowledge - specific content, pedagogical and context - and that has influence and is influenced by them all. In the case of the analyzed classes - nomenclature of organic compounds and polymerization reactions - it was possible to understand how the context affected the teaching process of those contents and how the investigated teacher mobilized its PCK in order to transform a given content to better fit its students.

Nesta pesquisa são apresentados os resultados de uma investigação que teve como objetivo acessar o conhecimento docente de futuros professores de química, no contexto do Programa Institucional de Bolsa de Iniciação à Docência (Pibid). Esta pesquisa figura como um estudo de caso. Os dados se baseiam nas narrativas registradas por meio de gravações audiovisuais de três participantes da pesquisa durante as reuniões do subprojeto Pibid-química, regências e entrevistas semiestruturadas. Além destes, foram analisados relatórios, planos de aula, questionários dos pibidianos e um instrumento de percepção dos alunos da escola conveniada sobre o conhecimento docente dos licenciandos. Investigaram-se ainda os possíveis impactos do Pibid na formação da coordenadora e supervisora que orientaram os pibidianos. Buscou-se, por meio dos diversos documentos, indícios do conhecimento docente dos licenciandos bolsistas Pibid. A análise dos dados qualitativos teve como fundamentação teórica a análise de conteúdo, sendo as categorias provenientes do modelo do conhecimento base em conjunto com o modelo pentagonal. A análise do instrumento de percepção permeou métodos estatísticos. Para analisar as marcas deixadas pelo Pibid na formação da coordenadora e supervisora, adotaram-se as categorias do modelo conhecimento docente e outras emergentes. O pibidiano Antônio apresentou um bom conhecimento de conteúdo, de seus alunos e de suas limitações em relação ao conteúdo redox. Por outro lado, em algumas passagens das aulas, teve dificuldades em organizar a classe e o tempo de sua aula ao conteúdo. Antônio fez uso, em suas sequências didáticas, de diferentes instrumentos avaliativos. As suas estratégias de ensino se baseavam principalmente em práticas experimentais, na leitura, entre outros. A pibidiana Melissa demonstrou não dominar o conteúdo de reações redox, não ter conhecimento de currículo e de estratégias para desenvolver o conceito que ensinava. Grande parte dos conhecimentos docentes que emergiram dos documentos analisados da pibidiana foi reflexo das orientações que recebia das tutoras e também da experiência oportunizada pelo Pibid de como acessar as dificuldades dos alunos com o conteúdo específico, experimentar a gestão de classe e a organização de aulas. As avaliações adotadas pela pibidiana tinham por objetivo coletar dados para o subprojeto. Durante a sua regência não demonstrou uma preocupação com a aprendizagem dos alunos, mas em executar o currículo pretendido e aplicar as avaliações. O pibidiano Mateus demonstrou também limitações com o conteúdo e em selecionar os conceitos necessários para a aprendizagem dos discentes. Apresentou ainda dificuldades com a gestão do tempo e da classe. Por outro lado, passou a conhecer as barreiras conceituais dos discentes com o conteúdo redox, a partir de sua vivência no Pibid. Diversas das decisões sobre o fazer no ensino de ciências eleitas por Mateus foram orientações da supervisora. Pelo mapeamento infere-se que os conhecimentos para a docência acessados pelos pibidianos foram reflexo do Pibid personificado na figura das tutoras e pela experiência em sala. Evidenciou-se ainda que o Pibid vem contribuindo para a formação continuada da coordenadora, por possibilitar que a professora universitária conheça, por exemplo, a realidade da escola da educação básica; e da supervisora, por conceber-se como co-formadora dos licenciandos. Conclui-se que o conhecimento docente acessado por Mateus e Melissa foi influenciado pelas orientações da coordenadora. Acredita-se que o contato com o futuro ambiente profissional e a tutoria pelas docentes experientes oportunizaram aos pibidianos acessar os conhecimentos inerentes ao desenvolvimento do conhecimento base e do PCK. / This study presents the results of a research that aimed to access the teacher knowledge of future chemistry teachers, in the context of the Institutional Program for Scholarships for Initiation in Teaching (Pibid). This is a case study. Data were collected from audiovisual recordings of narratives from three participants during the Pibid-chemistry meetings, from regencies and from semi-structured interviews. In addition, Pibid-participants\' reports, lesson plans and questionnaires were analyzed, and an instrument that assessed the students\' perception about the teacher knowledge of the undergraduate students regarding teaching practices. The possible impacts of Pibid on the training of the coordinator and supervisor who guided the Pibid participants were also analyzed. Several documents were analyzed for evidence of the teacher knowledge of the Pibid students. The theoretical background for the analysis of qualitative data was based on content analysis, with categories from the base knowledge and the pentagonal model. The analysis of the students\' perception instrument was based on statistical methods. In order to analyze the marks left by Pibid in the training of the coordinator and supervisor, the study adopted the categories of teaching knowledge´model and other emerging ones. Pibid participant Antônio presented consistent content knowledge, students knowledge and students difficulties knowledge in relation to the redox content. On the other hand, in some occasions during classes, he had difficulties organizing the class and the content into the class time. Antônio used, in his didactic sequences, different evaluation instruments. His teaching strategies were based mainly on experimental practices, reading, among others. Pibid-participant Melissa demonstrated not master the redox reactions content, she did not have any knowledge about curricula and so could not develop strategies to work with the subject she taught. Much of the teaching knowledge that emerged from the documents analyzed from Melissa reflects the guidelines that she received from the coordinator and supervisor and from the experience offered by Pibid: how to access students\' difficulties with a specific content, how to deal with class management and organizing the classrooms. The assessment instruments adopted by Melissa were aimed at collecting data for the subproject. During her regency, she did not show concern for student learning, but in executing the intended curriculum and applying the assessments. Another Pibid participant, Mateus also seemed to have limited content knowledge and about selecting the necessary concepts for students learning. He also presented difficulties with time and class management. On the other hand, he came to understand the students\' conceptual difficulties with the redox content from his experience in Pibid. Several of the decisions that must be made in science education chosen by Mateus were guidelines given by his supervisor. From the mapping, it is inferred that the teaching knowledge accessed by the participants was a reflection of Pibid participation, personified in the figure of the tutor and by the experience in the classroom. It was also evidenced that Pibid contributes to the continued professional developing of the coordinator, by enabling university professors to know, for instance, the reality of basic education schools; and of supervisors, for conceiving themselves as co-teachers of the teaching students. The conclusion drawn is that the teaching knowledge accessed by Mateus and Melissa were influenced mainly by the coordinator\'s guidelines. It is believed that contact with their future work environment and tutoring by experienced teachers were fundamental for Pibid participants to access the knowledge inherent to the development of basic knowledge and the PCK.

A profissão professor é aquela com a qual todas as pessoas possuem mais contato, pois todos os que passaram pela educação básica conviveram diariamente com professores por, pelo menos doze anos e, intuitivamente, reconhecem os bons profissionais. No entanto, transformar a intuição numa base de conhecimentos sistematizada que explique o sucesso de uns em detrimento dos problemas enfrentados por outros não é uma tarefa simples. Neste trabalho nossa hipótese se baseia na possibilidade de reconhecimento dos conhecimentos da base de um professor por parte dos seus alunos. Para tanto, nos pautamos no referencial da base de conhecimentos profissionais e, em particular seu conceito mais conhecido, o Conhecimento Pedagógico de Conteúdo (PCK) que representa o conhecimento que os professores utilizam no processo do ensino. Com esse intuito foram investigados três professores de química, a partir das percepções que seus estudantes têm das suas práticas educativas e essas percepções foram confrontadas com a análise do pesquisador. A pesquisa apresenta uma abordagem mista (qualitativa e quantitativa). Os dados coletados incluem os planejamentos de curso, entrevistas, registros audiovisuais e respostas ao instrumento CoRe dos professores por um lado, e por outro, entrevistas com os estudantes e respostas a um instrumento de análise quantitativa reportado na literatura. As análises dos três professores em contextos diferentes indicam que os alunos conseguem, de modo geral, reconhecer os conhecimentos relacionados a algumas categorias de conhecimentos mais vinculadas à prática do professor, enquanto não conseguem julgar algumas categorias relacionadas a conhecimentos extraclasse, que não se apresentam diretamente nas ações do professor em sala de aula. Dentre os conhecimentos reconhecidos pelos estudantes estão o Conhecimento do Conteúdo; Conhecimento das Estratégias de Ensino; Conhecimento dos Procedimentos de Avaliação; e Conhecimento dos Objetivos Educacionais e Contexto. Entretanto, nos três casos estudados, os estudantes não conseguiram perceber o Conhecimento da Compreensão e Conhecimentos Prévios dos Estudantes, o Conhecimento do Currículo e o Processo Reflexivo. Os alunos da Licenciatura em Química foram mais criteriosos em perceber os conhecimentos dos professores do que os alunos do Bacharelado. Em relação à análise quantitativa realizada, é possível interpretar que existem indícios sobre alguns aspectos da prática, mas a simples interpretação dos dados numéricos não poderia apontar para um alto ou baixo grau de conhecimento do professor. Podemos ainda apontar que uma mesma ferramenta de análise quantitativa não pode servir para o reconhecimento de conhecimentos profissionais em ambientes com características tão distintas como aqueles em que se deu a coleta de dados. Entretanto, a mesma pode servir de base complementar ao estudo qualitativo desenvolvido através de uma análise múltipla. / Teacher profession is one with which all people have more affinity. For all who have gone through basic education lived daily with teachers for at least twelve years and intuitively recognize the good teacher. However, transforming intuition on the systematic base of knowledge to explain the success of some teachers at the expense of the problems faced by others is not a simple task. In this work our hypothesis is based on the possibility of recognition of the knowledge base of a teacher by their students. To this end, we base on the professional knowledge base literature and in particular his best-known concept, the Pedagogical Content Knowledge (PCK) that represents the knowledge that teachers use in the educational process. To that end we have been investigated three chemistry teachers from the perceptions that their students have about their educational practices and these perceptions were compared with analysis of the researcher. The research presents a qualitative and quantitative approach. The data collected include course plans, interviews, audiovisual records and responses to CoRe instrument of teachers on the one hand, and on the other, interviews with students and answers to a quantitative analysis instrument reported in the literature. The analysis of the three teachers in different contexts indicate that students can, in general, recognize the knowledge related to certain categories of knowledge more linked to the practice of teacher, while unable to judge some categories related to extracurricular knowledge, which are not presented directly during the actions of the teacher in the classroom. Among the teacher knowledge students recognized are Content Knowledge; Knowledge of teaching strategies; Knowledge of Assessment Procedures; and Knowledge of Context and of Educational Objectives. However, in the three cases studied, the students failed to grasp the Knowledge of Students\' understandings, the Knowledge of Curriculum and the Reflective Process. Student teachers were more discerning in understanding the knowledge of teachers than students of the Bachelor courses. With regard to quantitative analysis, it is possible interpret that there are indications of some aspects of the practice, but the simple interpretation of numerical data could not point to a high or low degree of teacher knowledge. We can also point out that the same quantitative analysis tool cannot serve for the recognition of professional knowledge in environments with such distinctive features as those who gave data collection. However, it can serve as a complementary basis to the qualitative study developed through multiple analysis.

Esta pesquisa caracteriza-se como estado da arte e traz um mapeamento das pesquisas que foram feitas a respeito do Conhecimento Pedagógico do Conteúdo (PCK) no período de 1986 a 2013. O objeto de estudo foi o material escrito (artigos, dissertações, teses, livros e trabalhos publicados em anais de congressos) que envolvem conhecimento pedagógico do conteúdo. Para isso, serviu-se dos bancos de dados ERIC (Education Resources Information Center) e SciELO (Scientific Eletronic Library Online) e da ferramenta de pesquisa ISI Web of Knowledge. Os termos utilizados para a busca foram: conhecimento pedagógico do conteúdo, pedagogical content knowledge e conocimiento didáctico del contenido nos seguintes campos - título, resumo, tema e corpo de texto. Foram encontrados 3329 trabalhos e, em linhas gerais, a quantidade de trabalhos vem crescendo, principalmente a partir de 2001. A maior parte dos trabalhos (85%) apresenta caráter empírico e são publicados na forma de artigos científicos (85%). A área de Ciências da Natureza e Matemática predomina em número de trabalhos (61%). Grande parte dos trabalhos apropria-se de duas ou mais ferramentas para a coleta de dados, constatando-se uma preferência pelo uso das entrevistas de forma geral, sendo que os descritores observações, formação de professores, análise de documentos e testes e questionários também merecem destaque. Há uma preferência em investigar o PCK de professores em formação inicial (39%) e do Ensino Fundamental (62%). No Ensino de Química, em específico, também se observou as mesmas tendências. Constatou-se que os Estados Unidos detém majoritariamente a produção acadêmica sobre o PCK. Os dados apontam para a necessidade de mais estudos teóricos sobre o PCK, especialmente na área das ciências e que enfoquem os professores experientes, além de, particularmente, os professores da Educação Infantil e do Ensino Médio. Apesar das lacunas, a quantidade de trabalhos crescente nos leva a crer que o PCK é um modelo frutífero e que tem auxiliado a compreender o conhecimento profissional de professores. / This research is characterized as state of the art and provides a mapping of the studies that have been made on the Pedagogical Content Knowledge (PCK) during the period 1986-2013. The object of this study was the comparison and assessment of written material (articles, dissertations, thesis, books, and papers published in conference proceedings) involving PCK. For this purpose, the database ERIC (Education Resources Information Center) and SciELO (Scientific Electronic Library Online) and the ISI Web of Knowledge search tool were used. The terms used for the search were: conhecimento pedagógico do conteúdo, pedagogical content knowledge, and conocimiento didactico del contenido in the following fields - title, abstract, subject, and body text. A total of 3329 items were found and it was noted that, in general, the number of items is increasing with time, especially since 2001. Most studies (85%) present empirical results and are published as scientific articles (85%). The majority of articles are in the area of Natural Sciences and Mathematics (61%). In most cases, two or more tools for data collection are used, and though, in general, there is a preference for the use of interviews and the descriptors: observations, teacher education, analysis of documents and tests and quizzes are also worth highlighting. There is a preference to investigating the PCK of teachers in initial training (39%) and in elementary schools (62%). The same trend is also observed in Chemistry education. Also worth noting is that the United States has largely academic literature on PCK. Our data indicates the need for more theoretical studies on PCK, especially focusing on science education and experienced teachers, particularly kindergarten and high school teachers. Despite the shortcomings, the increasing number of articles leads us to believe that PCK is a fruitful model and that it has helped in the assessment of the professional knowledge of teachers.

Thesis advisor: Audrey A. Friedman / This qualitative study examines the value of content mentoring for pairs of arts and sciences faculty members and teacher candidates in the same discipline. The researcher utilized participant interviews, demographic surveys, and student teacher performance assessments of four pairs of arts and sciences faculty members and student teachers (eight total participants) who participated in Boston College's semester-long One-on-One Content Mentoring program during the Fall 2008 semester. The researcher used a sociocultural theoretical perspective and interpretive qualitative analysis techniques to explore this problem and describe how content mentoring influences mentors and mentees. This study's focus on a content-specific mentoring initiative--especially its influence on mentors as well as mentees--has rarely been used in education research. Results indicate that content mentors gain increased exposure to and understanding of K-12 school realities, a better understanding of the Boston College Lynch School's mission "to teach for social justice," new perspectives on K-12 teacher preparation, and a renewed interest in pedagogy in their own classes. Analysis of content mentor results also raise cautions that professors' views on social justice not be reflective of a deficit model of education. Results also indicate that teacher candidates gain content knowledge, pedagogical content knowledge, confidence in their teaching abilities, better understanding of professional development, and a deeper understanding of social justice in teaching. Limitations to the study include a small sample size and the duration of the study. Recommendations for future study include increasing sample size and expanding research over a longer period of time. The researcher provides implications and recommendations for content mentoring program initiatives. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Education.