In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

In this work we use research from science education on teacher framing and work from mathematics education on teacher noticing to develop new approaches to modeling teacher cognition. The framing literature proposes a dynamic cognitive model of teaching in which teacher epistemological framing, or moment-to-moment understanding of what is going on…

In the process of reforming physics education over the last several decades, a tension has developed between engaging students with the content in more conceptually challenging ways and helping them identify with physics so they are personally motivated in their learning. Through comparative case studies of four high school physics teachers, we…