Understanding Pedagogical Content Knowledge of Introductory Data Science Instructors: An Inaugural Framework

Abstract

As data science emerges as a distinct academic discipline, introductory data science (IDS) courses play a key role in shaping students foundational understanding. Often taught by instructors without formal training in data science or pedagogy, these courses present a unique and globally relevant context for examining pedagogical content knowledge (PCK). Drawing on semi-structured interviews with 14 IDS instructors and their course syllabi, this study explores how IDS instructors describe and make sense of their teaching practices, which are analyzed through the lens of PCK. The findings highlight key components of PCK about IDS and offer insights into supporting instructor development. This work contributes to expanding the scope of PCK research into new interdisciplinary domains and ongoing global efforts to build capacity in data science education. It could serve as a starting point for developing a PCK framework specific to IDS.