A Knowledge Framework for Teachers of Physics and Physics Teacher Educators: The Genesis of a Knowledge Framework Based on the Knowledge Quartet

Abstract

To teach a subject successfully it is necessary to have knowledge of that subject and of pedagogy as it relates to that subject. Based on the observation of teachers teaching mathematics, Rowland and colleagues developed the Knowledge Quartet. Whilst some aspects of the Knowledge Quartet are set in the context of teaching mathematics, much is more generic and applicable to other subjects. In many jurisdictions, the professional standards for teachers do not have any subject-specific content. This paper describes the development of a knowledge framework, primarily based on the Knowledge Quartet, for teachers of physics, which is designed to sit alongside any teacher professional standards and school curriculum documents. The framework provides subject-specific guidance on the knowledge-base necessary for the teaching of physics as well as providing a common language to help facilitate collaboration between colleagues in relation to their professional learning. The framework was also extended to include the knowledge required by physics teacher educators supporting the professional learning of teachers of physics. The development process included gathering data from a range of physics teachers and physics teacher educators on the value and content of the framework and it being piloted with several physics teacher educators, resulting in an amendment and refinement of the framework. The resulting framework is offered as a useful tool for those involved in the education of physics teachers and as an exemplar of a knowledge framework that could be extended to other subjects.

Keywords

• teacher knowledge
• professional learning
• professional development
• professional standards
• physics teachers
• physics teacher educator