Examining the effects of different learning environments on the development of teacher knowledge. In M. Evens (Chair), Integrating domains of teacher knowledge. Symposium conducted at the biennial meeting of the European Association for Research on Learning and Instruction (EARLI)

How teacher education should be organized to induce optimal teacher professional knowledge development is unclear. Several models on teacher professional knowledge focus on the conceptualization of pedagogical content knowledge (PCK) and its relation with content knowledge (CK) and pedagogical knowledge (PK), each having different implications for knowledge development and teacher education. In a pretest-posttest-retention test design the present study investigates the effects of systematically designed learning environments on the development of teacher professional knowledge. The study investigates whether a focus on CK and PK is sufficient for PCK development, whether a focus on PCK is sufficient for PK and CK development, and whether PCK development is affected by the integration of PCK, PK and CK. The findings show that PK and CK alone are insufficient for PCK development, that PCK instruction does not automatically develop PK and CK, and that integration of knowledge domains makes no difference for PCK development.status: publishe