Pedagogical content knowledge circa 1907 and 1987: a study in the history of an idea (original) (raw)
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The Forth Knowledge Domain a Teacher Should Have: The Pedagogical Content Knowledge
When the studies carried out about the areas of knowledge that a teacher should have are examined, three categories are found as: “content knowledge”, “pedagogical knowledge”, and “general cultural knowledge” in our country. But in the recent years, a forth knowledge area called the “pedagogical content (PCK)” which is as significant as the other three knowledge areas is introduced and the courses have been started for the acquisition of this knowledge in teacher training programs. In this study, first, the emergence of the PCK and the definitions made by various researchers are presented. Second, the elements of the PCK and the development models are explained. Third, the samples of the studies conducted on the PCK in the literature are reviewed. Finally, suggestions are made about how to develop preservice and in-service teachers’ PCK and to keep the continuity of this knowledge.
The Knowledge of Teaching--Pedagogical Content Knowledge (PCK)
2015
Pedagogical content knowledge (PCK) was first introduced by Shulman in the 80’s. It is defined as the integration or amalgamation of pedagogy and content which basically covers the ‘what’ and ‘how’ of teaching. PCK was considered as the missing paradigm in the study of teaching. This integration of knowledge was long searched by the scholars in the United States in their effort to elevate teaching to the professional status similar to that of doctor, lawyer and engineer. As PCK is the knowledge of teaching, this concept paper presents an overview on definitions of teaching, indicators and knowledge bases required in good teaching. This paper also presents the conceptions and models of PCK, the processes (PRA Model) involved in the growth and development of PCK of teachers and the importance of PCK.
PEDAGOGICAL CONTENT KNOWLEDGE: AN EMERGING ISSUE IN PREPARING TEACHERS
Scholarly Research Journal For Interdisciplinary studies, 2015
Teacher is one of the important components of education system. The quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation (NCFTE, 2009). The achievement of the educational goals largely depends on the quality and standard of the teacher. Thus it is important to make them prepare for the future or upgrade their knowledge with new concepts to address the better quality and standard of them. Pedagogical content knowledge is one of such emerging concept which should be integrated in the curriculum of teacher education at all the level i.e. D.El.Ed, B.Ed or M.Ed. Pedagogical content knowledge (PCK) is a type of knowledge unique to teachers. PCK concerns the manner in which teachers relate their pedagogical knowledge to their subject matter knowledge in the school context for teaching students with specific level of understanding (Shulman, 1986). It is the integration of teacher pedagogical knowledge with their subject matter knowledge in the specific context so that definite needs of the group of students as well as individual students can be addressed and make the learning simple to understand. In a country like India where the teachers have to deal with different context and different level of understanding of the students PCK of the teacher is more important instead of the content knowledge or pedagogical knowledge singly. This paper will try to define and explore the concept PCK followed by explaining the need of implementing the concept PCK in Indian Teacher Education curriculum and thereby will try to identify the elements related to PCK that has been mentioned in the new NCTE regulation i.e. National Council for Teacher Education (Recognition Norms and Procedure) Regulations, 2014.
Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge
2005
A brief review of the history of pedagogical content knowledge reveals various definitions and conceptualizations of the construct, as well as some conceptual problems. A new conceptualization—teacher pedagogical constructions—is offered to address some of the problems associated with PCK. Seven assertions that comprise the new conceptualization are presented, explained and defended.
CONTENT KNOWLEDGE FOR TEACHING: WHAT MAKES IT SPECIAL
While teacher content knowledge is crucially important to the improvement of teaching and learning, attention to its development and study has been uneven. Historically, researchers have focused on many aspects of teaching, but more often than not scant attention has been given to how teachers need to understand the subjects they teach. Further, when researchers, educators and policy makers have turned attention to teacher subject matter knowledge the assumption has often been that advanced study in the subject is what matters. Debates have focused on how much preparation teachers need in the content strands rather than on what type of content they need to learn.
Revisiting pedagogical content knowledge: The pedagogy of content/the content of pedagogy
2004
This paper revisits the prevalent concept of pedagogical content knowledge and examines how (and when) each of its components works with/on/against the other in the production of meaning and experience in the educative process. Its purpose is not simply to suggest that content and pedagogy need to come together to provide for powerful teachingsuch an argument has already been forcefully made by those writing about pedagogical content knowledge in the last two decades-but, rather, to suggest that content and pedagogy are already interrelated and that powerful teaching (and powerful means for learning to teach) are an outcome of recognizing that interrelationship. Using the literature from critical pedagogy and cultural studies, this paper argues that teacher education's focus on pedagogical content knowledge should move beyond the idea of teaching students how to pedagogize pedagogically free content to helping them recognize the inherently pedagogical nature of content and its implications for (and in) teaching. r
In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers’ professional knowledge and it has been widely used in the literature about teachers’ knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK difficult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed.
Science Journal of Education, 2013
For most of the past thirty years, North American research on teacher education and on the teaching profession has focused on the knowledge bases of teaching, and on the courses of action teacher education programs should follow in order to incorporate this knowledge. The present paper is a contribution to this field of research. It does so from a sociological and a historical angle which it must be pointed out, is rather a minor and peripheral option compared to the psychological paradigm generally adopted as far as research on teaching goes. Our perspective allows us to complete and enrich the usual lines of approach related to teachers' professional knowledge. A multifaceted knowledge comprising several types of knowledge acquired from educational institutions, professional training, curricula and daily practice, teacher knowledge thus appears to be essentially heterogenous. But this heterogeneity is not due only to the nature of the types of knowledge present; it also results from the teaching profession's situation vis-à-vis the other knowledge producing and knowledgeable groups as well as educational institutions. In the first part of the present essay, we try to reveal the relationships of exteriority linking teachers to curricular, disciplinary and professional training knowledge. These relationships of exteriority are today part of a social division of intellectual labour between producers of knowledge and educators, between groups and institutions devoted to the noble tasks of knowledge production and legitimization, and the groups and institutions devoted to the tasks of education conceived in the devalued form of the execution and application of pedagogical techniques and know-how.