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Differences in how biology teachers represent content structure in classroom discourse: a video-based analysis

Abstract Despite the importance of pedagogical content knowledge (PCK) in practical teaching and the inconsistency of teacher quality in different regions in China, there is little empirical evidence for specific differences in teachers’ PCK in different districts in China. This study attempted to address this gap through analysis of practical teaching demonstrations by three pairs of biology teachers; each pair comprised one teacher from Beijing and one from Hebei province. The teaching content was the same for each pair, including a discussion of blood, blood type, and the heart. The practical teaching demonstration was videotaped for each teacher. Analysis of the PCK focused on one aspect: content structure. Analysis of the six lessons suggested that the Beijing biology teacher presented more structured biology terms than did the Handan biology teacher in each pair. The Beijing biology teachers also performed better in connecting the new knowledge with previously learned knowledge than Handan biology teachers. The current study contributes to the methods for capturing teachers’ PCK in classroom discourse, and it indicates specific differences between Handan and Beijing teachers in the ability to make connections in students’ knowledge.