Abstract
Introduction/background:
Pedagogical content knowledge (PCK) refers to specialised teacher knowledge that combines knowledge of discipline-specific content and knowledge of pedagogical approaches used to teach that content to enhance student learning. PCK has been extensively applied to understand and improve school-based teaching and learning. There is a paucity of research investigating the PCK in health professions education contexts. This study explores how health professions educators perceive and use PCK as a framework for capturing and developing the professional knowledge required for high-quality teaching.
Methods:
Using a qualitative design, underpinned by social constructionism, the study engaged six educators across six health professions at an Australian university in the process of developing and refining a PCK-infused lesson plan using the Content Representation (CoRe) tool. Participants were interviewed twice—(a) immediately after they taught using the plan, and (b) in 3–4-months post-teaching. Additionally, they submitted two rounds of written reflections on their engagement. Data were analysed using team-based framework analysis.
Results:
Initial analysis of the data suggests that educators’ conceptualisations of PCK vary. While some found the process of developing, refining, and implementing a PCK-infused plan quite challenging, most appreciated how this process influenced them to make explicit pedagogical decisions and recording their reasoning behind decisions using the CoRe. Within these decisions, they recognised the critical role of scaffolding to consolidate students’ learning. Educators also viewed that this process promoted their reflective practice, where pedagogical decisions and strategies are re-evaluated and modified.
Discussion:
The study results attest to the value of making explicit what is usually tacit; specifically, the planning for, reasoning behind, and enactment of educators’ pedagogical decision-making in teaching specific healthrelated content. This explicit decision-making process can support both their professional development and practice and be communicated amongst other health professions educators for collective improvement and advancement of student learning
Pedagogical content knowledge (PCK) refers to specialised teacher knowledge that combines knowledge of discipline-specific content and knowledge of pedagogical approaches used to teach that content to enhance student learning. PCK has been extensively applied to understand and improve school-based teaching and learning. There is a paucity of research investigating the PCK in health professions education contexts. This study explores how health professions educators perceive and use PCK as a framework for capturing and developing the professional knowledge required for high-quality teaching.
Methods:
Using a qualitative design, underpinned by social constructionism, the study engaged six educators across six health professions at an Australian university in the process of developing and refining a PCK-infused lesson plan using the Content Representation (CoRe) tool. Participants were interviewed twice—(a) immediately after they taught using the plan, and (b) in 3–4-months post-teaching. Additionally, they submitted two rounds of written reflections on their engagement. Data were analysed using team-based framework analysis.
Results:
Initial analysis of the data suggests that educators’ conceptualisations of PCK vary. While some found the process of developing, refining, and implementing a PCK-infused plan quite challenging, most appreciated how this process influenced them to make explicit pedagogical decisions and recording their reasoning behind decisions using the CoRe. Within these decisions, they recognised the critical role of scaffolding to consolidate students’ learning. Educators also viewed that this process promoted their reflective practice, where pedagogical decisions and strategies are re-evaluated and modified.
Discussion:
The study results attest to the value of making explicit what is usually tacit; specifically, the planning for, reasoning behind, and enactment of educators’ pedagogical decision-making in teaching specific healthrelated content. This explicit decision-making process can support both their professional development and practice and be communicated amongst other health professions educators for collective improvement and advancement of student learning
| Original language | English |
|---|---|
| Number of pages | 1 |
| Publication status | Published - 2023 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2023 - Gold Coast Convention Centre, Gold Coast, Australia Duration: 26 Jun 2023 → 29 Jun 2023 https://www.anzahpe.org/conference-2023 https://az659834.vo.msecnd.net/eventsairaueprod/production-eventstudio-public/b1d5ac398f764c84901658b420071c27 |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2023 |
|---|---|
| Abbreviated title | ANZAHPE 2023 |
| Country/Territory | Australia |
| City | Gold Coast |
| Period | 26/06/23 → 29/06/23 |
| Other | Turning Tides: Navigating the Opportunities |
| Internet address |
Cite this
- APA
- Author
- BIBTEX
- Harvard
- Standard
- RIS
- Vancouver