Literacy Teachers`Pedagogical Content Knowledge (original) (raw)
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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 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.
Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies
Education Research International, 2015
Pedagogical content knowledge (PCK) is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective) teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science), a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1) How are the studies designed? (2) How are the interventions designed? and (3) What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.
Pedagogi: Jurnal Ilmu Pendidikan, 2023
Educators' pedagogical content knowledge (PCK) is crucial to the development of effective teaching practises and the implementation of effective curriculum. This understanding will serve as a guide for appropriate pedagogical thinking and decision making. Classroom observations, content representations (CoRes), pedagogical and professional experience registries (PaP-eRs), structured and semistructured interviews, stimulated recall interviews, artefacts from teachers' tasks, concept mapping, reflective journals, tests, and lesson observations are just a few of the complex and specialised procedures required to measure PCK. Paper and pencil assessments have been hailed as a potentially useful instrument for determining PCK due to the fact that they are a trustworthy, objective, and valid procedure that may be utilised with a greater volume of samples. The easiest way to obtain PCK data for triangulation purposes from several sources is to use a combination of these approaches.
TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE AND STUDENTS' ACADEMIC ACHIEVEMENT: A THEORETICAL OVERVIEW
2020
Teachers are the most important factor in students' learning, yet little is known about the specialized knowledge held by experienced teachers. In recent years, discourse on teachers' content knowledge (TCK), pedagogy knowledge (TPK), and pedagogical content knowledge (TPCK) on students' learning outcomes have attracted increasing attention from several agents of change in the education industry. Conceptualizing teacher knowledge is a complex issue that involves understanding key underlying phenomena such as the process of teaching and learning, the concept of knowledge, as well as the way teachers' knowledge is put into action in the classroom. Empirical research shows that teacher quality is an important factor in determining gains in students' achievement. By inadequately explaining teachers' knowledge, existing educational production function research could be limited in its conclusions, not only by the magnitude of effects that teachers' knowledge has on students' learning but also about the kinds of teacher knowledge that matters most in producing students' learning outcomes. Teachers are expected to process and evaluate new knowledge relevant for their core professional practice and to regularly update their profession's knowledge base. This article reviews literature related to the concept of teachers' pedagogical content knowledge in enhancing students' academic achievement.
The Elaboration of Content Knowledge and Pedagogy
The Normal Lights
The research aimed to elaborate the Philippine Professional Standards for Teachers (PPST), Domain 1 Content Knowledge and Pedagogy based on the Communities of Practice (CoPs) of Araling Panlipunan teachers. The FGD was conducted to 34 purposively selected Araling Panlipunan teachers sourced from five high schools in the National Capital Region (NCR). Selection of these teachers were based on their ranks as Teacher I, II, or III and with their teaching experience of five or more years. The codes, themes and memos generated from the FGD transcripts were the basis for the development of the elaboration document. This qualitative research that utilized different sources such as FGDs, interviews and verification tools to confirm the FGD results, and triangulation assisted the researchers to determine aptness and accuracy of the gathered data. The interviews and verification process with the Master Teachers and teacher education specialists substantiated and improved the elaboration docum...
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.
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.
Indonesian Journal of Applied Linguistics, 2012
Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject. Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction. Among the benefits are the increase in students' interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English. The focus of the paper is on the teachers' pedagogical skills and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers' compensatory communication strategies, use of first language and teachers' perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of capable teachers to teach the various levels of classes. Suggestions for teacher selfdevelopment and life-long learning efforts are also provided.