Pedagogical Content Knowledge in teacher education

Amanda Berry, Fien Depaepe, Jan van Driel

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

19 Citations (Scopus)

Abstract

More than 25 years ago, Lee Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the knowledge that teachers use to transform particular subject matter for student learning , taking into account possible (mis) conceptions and learning difficulties. Shulman ( 1987 ) identified PCK as one of seven categories of teachers’ knowledge defining it as “that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding” (p. 8). The other categories of teachers’ knowledge included: (a) subject matter knowledge ; (b) general pedagogical knowledge; (c) curriculum knowledge; (d) knowledge of learners and their characteristics; (e) knowledge of educational contexts; and, (f) knowledge of educational ends, purposes, and values, and their philosophical and historical grounds. In Shulman’s conception of PCK , two components lie at its heart, namely knowledge of useful forms of representing and formulating specific subject matter (e.g., through schemes and analogies ), and knowledge of students’ conceptions, misconceptions and learning difficulties regarding that same subject matter.
Original languageEnglish
Title of host publicationInternational Handbook of Teacher Education
EditorsJohn Loughran, Mary Lynn Hamilton
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter9
Pages347-386
Number of pages40
Volume1
Edition1st
ISBN (Electronic)9789811003660
ISBN (Print)9789811003646
DOIs
Publication statusPublished - 2016
Externally publishedYes

Keywords

  • teacher education
  • Pedagogical Content Knowledge
  • lesson plan
  • teacher education programme
  • subject matter knowledge

Cite this