Pedagogical content knowledge in action: its impromptu development by an expert practitioner

Eisuke Saito, Matthew Atencio

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr T s case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom.
Original languageEnglish
Pages (from-to)101-121
Number of pages21
JournalPedagogy Culture and Society
Volume24
Issue number1
DOIs
Publication statusPublished - 2016
Externally publishedYes

Keywords

  • pedagogical content knowledge (PCK)
  • lesson study
  • stock knowledge
  • low knowledge
  • expert teacher

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