Estimated time required to complete module: 20 h
PCK - Overview 1
In the 1980s Lee Shulman identified a special domain of teacher knowledge, which he referred to as Pedagogical Content Knowledge or PCK (Shulman, 1987). He distinguished between:
- content as it is studied and learned in disciplinary settings, and
- the special amalgamation of content and pedagogy needed in teaching (Ball, et al., 2008).
Adapted from: (Shulman, 1987:8)
Content knowledge |
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General pedagogical knowledge |
Broad principles and strategies of classroom management and organization that appear to transcend subject matter |
Curriculum knowledge |
Particular grasp of the materials and programmes that serve as teaching ‘tools of the trade’ |
Pedagogical content knowledge |
That “special amalgam of content and pedagogy” uniquely the province of teachers, their own special form of professional understanding of their work |
Knowledge of learners and their characteristics |
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Knowledge of educational contexts |
From workings of the group or classroom, the governance and financing of school districts, to the character of communities and cultures |
Knowledge of educational ends, purposes, and values, and their philosophical and historical grounds |
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Before you continue, it is important to get a good understanding of Shulman’s perspective on teacher knowledge. Read pages 4 to 10 from this article by Shulman (1986): http://www.fisica.uniud.it/URDF/masterDidSciUD/materiali/pdf/Shulman_1986.pdf Pay specific attention to what Shulman means by:
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