Pedagogical content knowledge in French: Disentangling its development KU Leuven
Teachers’ pedagogical content knowledge (PCK) (Shulman, 1986b) is an important predictor of educational quality and student outcomes (e.g., Baumert et al., 2010; Kunter et al., 2013). Hence, it is an important task of teacher education to contribute to PCK development in the best possible way. The present project aims at a better understanding of the development of PCK. The project focuses on primary (pre-service) teachers’ PCK of French as a ...