Keywords:
pedagogical content knowledge (PCK)
collaborative reflection
content representation (CoRe)

  • Abstract

    Senior secondary students must gain a broad awareness of sustainability challenges as they prepare to transition into adulthood and the workforce. This generation will be pivotal in addressing numerous environmental concerns in the quest for sustainable development of the planet. Nonetheless, previous studies have demonstrated that numerous educators exhibit diminished self-confidence in the instruction of sustainability subjects. This study sought to investigate how science teacher teams in Nigerian senior secondary schools could improve their knowledge and skills in sustainable development (SD) through collaborative reflection, employing the content representation (CoRe) tool. The emphasis was on investigating the evolution of pedagogical content knowledge (PCK) in science educators regarding the instruction of sustainable development. The research engaged twelve in-service science educators and utilized a qualitative methodology, featuring semi structured interviews and collaborative sessions among science teacher teams. The findings identified four primary themes regarding the CoRe tool's role in enhancing teachers' pedagogical content knowledge (PCK): (1) creating a systematic and targeted framework for educational discourse, (2) transforming instructional methodologies, (3) broadening the understanding of content and pedagogy related to sustainable development, and (4) cultivating a common lexicon to guarantee equitable learning opportunities for students in sustainable development. In summary, the collective pedagogical content knowledge (PCK) of the teaching team at SD was improved by CoRe, leading to the recommendation that school system decision-makers promote regular meetings for science teachers and implement CoRe for educators. Additionally, this study highlights the need for continuous professional development programs tailored to sustainability education. By fostering a culture of collaboration and reflective practice among educators, schools can better equip students with the skills and knowledge necessary to address global sustainability challenges effectively. This approach underscores the critical role of teacher preparation in achieving long-term educational goals aligned with sustainable development principles.

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Salami, O. O., & Spangenberg, E. D. (2025). Building pedagogical content knowledge for effective, sustainable development teaching. Multidisciplinary Reviews, 8(11), 2025346. https://doi.org/10.31893/multirev.2025346
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