Resumo

TALANQUER, Vicente. Specific Pedagogical Content Reasoning. Educ. quím [online]. 2014, vol.25, n.3, pp.391-397. ISSN 0187-893X.

The concept of Pedagogical Content Knowledge (PCK) has had a major influence on research on science teacher knowledge and thinking in the past 25 years. However, PCK has shown to be a difficult concept to characterize and thus it has been the subject of diverse interpretations. In this paper I present a personal reflection about both the nature of PCK and its usefulness in the characterization of teacher thinking. In particular, I discuss the need for shifting our efforts from cataloguing teacher knowledge about teaching a particular subject to characterizing teachers' specific pedagogical content reasoning (SPCR) as they face specific pedagogical tasks in diverse contexts.

Palavras-chave : Pedagogical Content Knowledge; Teacher Thinking; Teacher Preparation; Specific Pedagogical Content Reasoning.