Enhancing science teachers' pedagogical content knowledge through collegial interaction

In this chapter, we will focus on how collegial interactions can support teachers to develop their pedagogical content knowledge (PCK) (Shulman, 1986). PCK has been described as ‘that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding’ (Shulman, 1987, p. 8). This definition implies that teachers themselves construct the knowledge, which guides their actions in practice when they teach particular issues or topics. By providing opportunities for teachers to experiment with new teaching approaches in their classrooms, and to reflect on their experiences, both individually and collectively, we aim to support the development of their PCK. In our approach, professional learning is grounded in teachers’ work and stimulated by collegial interactions, thus allowing teachers to take up leadership roles. This approach acknowledges that teachers, as professionals, hold the key to improving the effectiveness of science education.