Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge (original) (raw)
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R~~o~~~~~~=p T eacher pedagogical constructions: a reconfiguration of pedagogical content knowledge
A brief review of the history of pedagogical content knowledge reveals various definitions and concep-tualizations 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. These a~e: (1) PCK represents personal and private knowledge; (2) PCK is a collection ofbasic units called tc;:acherpedagogical constructions; (3) teaeherpedagogical constructions resultmainlyfromplanning, but algo from the interactive and post-active phasesofteaching; (4) pedagogical constructions result from an inventive process that is intluenced by the interaction ofknowledge and beliefs from different categories; (5) pedagogical constructions constitute both a generalized event-based and a story-based kind ofmemory; (6) pedagogical constructions are topic specific; and (7) pedagogical constructions are (or should ideally be) labeled in multiple interesting ways that connect them to other categories and subcategories of teacher knowledge and beliefs. The proposed definition results from a recon-ceptualization of the nature of PCK as originally proposed, taking the results of major later studies and conceptualizations of PCK into consideration, appropriating new ideas about the structure of memory, and undertaking a reanalysis and presentation of data freID a previous study. The artide calls for viewing PCK as neither a subcategory of subject matter (subject matter knowledge for teaching) nor as a general generic forro ofknowledge. It presents a view ofPCK as a collection ofteacher professional constructions, as a forro ofknowledge that preserves the planning and wisdom of practice that the teacher acquires when repeatedly teaching a certain topic. Viewing PCK as a collection of TPCs, more precisely defining ir, darifying its relations to other knowledge and beliefs entities, and speculating about its development should facilitate future investigations 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.
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.
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.
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
Pedagogical content knowledge circa 1907 and 1987: a study in the history of an idea
Teaching and Teacher Education, 2001
Since the 1980s in the US, teacher education has undergone consistent scrutiny and faces frequent attack by politicians and policy makers concerned with the quality of education. Responses to these attacks have varied, but most often they have centered on the need to professionalize teaching. Doubts about the value of teacher education have resulted in efforts to make a case for teaching as a unique intellectual enterprise involving special forms of knowledge and skill. The concept of pedagogical content knowledge (PCK) has been central to this argument. The author explores PCK against the backdrop of efforts in the early part of the 20th century to professionalize teaching and considers problems with the concept that have limited its influence.
Review of Studies Related to Pedagogical Content
2012
As a review study, the present study was carried out in order to introduce PCK construct to researchers and evaluate which aspects of PCK were studied in our country, and, finally, make recommendations in light of the analysis of the studies for further research. For this purpose, ERIC database, YÖK (Higher Education Council) database were searched by using "Pedagogical Content Knowledge" as keyword. Moreover, journals published in Turkey and which are possible to be reached electronically were searched using the same keyword. 28 studies in the science education context were analyzed by means of standards obtained from the related literature. Results showed that large part of the studies were conducted with pre-service teachers as case studies. Moreover, PCK was studied in terms of its components rather than as a whole. In addition to that, participant teachers and pre-service teachers have some shortcomings regarding to PCK, pedagogical knowledge, and subject matter knowledge. Findings will hopefully provide some insight for researchers since shortages of the related literature will be determined by this study.
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.