Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model: A Systematic Literature Review

Science education researchers have developed a refined understanding of the structure science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in diverse conceptualisations used research. This study sought systematize existing research on through lens recently proposed consensus model (RCM) PCK. In this review, studies’ approaches investigating selected findings were characterised synthesised as an overview comparing before after publication RCM. We found that studies employed qualitative case-study methodology included specific models tools. However, recent years, focused increasingly quantitative aspects. Furthermore, results reviewed can mostly be integrated into argue RCM function meaningful theoretical for conceptualizing links between teaching practice development by proposing reasoning mechanism and/or explanation context practice.