A guide to becoming a teacher. Summary of Gess-Newsome Pedagogical Content Knowledge with focus on the work of Lee Schulman.
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Module
Theory of Education (EDUC511A)
Institution
University Of The Witwatersrand (wits)
Pedagogy is the art, science or profession/act of teaching. It studies teaching methods and the center of approaching learning for students.
The father of Pedagogy is Piaget.Pedagogical Knowledge is theories and principles of teaching and learning, knowledge of learners, principles of
classroom b...
Pedagogy is the art, science or profession/act of teaching. It studies teaching methods and the center of
approaching learning for students.
The father of Pedagogy is Piaget.
Pedagogical Knowledge is theories and principles of teaching and learning, knowledge of learners, principles of
classroom behavior and management.
+
Content Knowledge is the representation of a teacher’s understanding of the subject matter being taught.
(Subject Experts).
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Pedagogical content knowledge is the integration of subject expertise and skilled teaching of a particular subject.
It is the knowledge needed to make that subject matter accessible to all and different students. It was first
developed by Lee Shulman in 1986.
PCK plays an important role in classroom instructions. In the teaching and learning process, a PCK involves
teachers’ competence in:
- Delivering the conceptual approach
- Relational understanding
- Adaptive reasoning of the subject matter (Anticipating common misconceptions)
Example: Knowledge of Chemistry:
Class exercises + Creative examples + Careful explanations = Pedagogical Content Knowledge
PCK was an attempt to reduce the complexity of teaching to enable its study. Models of learning was created
from data interpretations, conceptual tools to identify and discriminate hypothesized constructs and represent
inferred relationships.
PCK wanted to organize knowledge in new ways to integrate past findings, suggest explanations, stimulate
research and reveal new relationships between teaching principles and subject knowledge.
Lee Shulman studied 3 types of content understandings and their impact on classroom practice:
1. Subject matter knowledge
2. Curriculum knowledge
3. Pedagogical content knowledge
PCK identifies the distinctive bodies of knowledge for teaching. It represents the blending of content and teaching
into an understanding of how particular topics, problems or issues are organized, represented and adapted to
diverse interests and abilities of learners and presented for instruction (Schulman, 1987).
PCK is organized into 3 major sections:
- The literature (This knowledge is created through reflection, active processing and the integration of its
two contributing components:
General pedagogical knowledge -Classroom organization and management
Personal pedagogical knowledge- Personal beliefs and perceptions about teaching).
- Emerging lines of research in science teacher education
- Impact of PCK on the development of science teacher education programs.
The complex nature and sources of teachers PCK Chapter 2: Pages 21-25
Focus on Shulman’s model of teacher Knowledge.
, Figure 1: Interpretation of the place of pedagogical knowledge in relation to the full set of categories of teacher
knowledge:
- We contend knowledge that knowledge of educational ends and purposes is inseparable from
knowledge about evaluation and assessment procedures.
- Curriculum knowledge is fed by both content knowledge and knowledge of goals/assessment procedures
whereas:
Pedagogical knowledge is fed by both knowledge of learners/learning and knowledge of
goals/assessment procedures.
- The category of knowledge of general educational context is further delineated to the sub-category of
knowledge of specific context, but each of the other categories contribute to PCK can also be delineated.
Figure 2: Our conception of the various facets of pedagogical knowledge that have been informed by recent
research on teaching:
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