Pedagogical Content Knowledge

Pedagogical Content Knowledge
 
In 1986, Shulman introduced the phrase pedagogical content knowledge. The definition embodies the merging of content and pedagogy (instruction techniques). To be successful, teachers need to develop a deep understanding of both the specific content that they are teaching and curriculum development (InTime, 2001).
 
Shulman breaks down this process into 6 activities that should be used repeatedly for effective teaching.
  1. Comprehension: Teachers need to understand what they are teaching and, if possible, understand it in multiple ways. Teachers also need to understand why they are teaching what they are teaching and be able to understand the concept inside their curricular area and the importance of the concept outside the discipline.
  2. Transformation: Transform content knowledge into effective pedagogy. Know how to prepare instruction in multiple varieties to meet the needs of multiple learning styles.
  3. Instruction: How the teacher presents the material to students. Many aspects fall under this category in order to make it successful. Those aspects include classroom management, presentation of material, interaction with learners, group work, class discipline, humor, questioning, discovery and inquiry instruction.
  4. Evaluation: Evaluation of student’s progress is not separate from the instruction, it is an integral part. Teachers need to not only check for understanding, but also check for misunderstanding. Evaluations should be done throughout the whole unit, not just at the end.
  5. Reflection: Teachers need to critique themselves. Look at what when well and what didn’t and learn from it so they can change it the next time they teach it.
  6. New comprehension: Gaining a new and/or deeper meaning of subject after teaching it. Also gaining new insights of self and students.
 
Websites:
 
 
 
 
References
InTime. (2001). Teacher's In-Depth Content Knowledge. Retrieved October 7, 2008, from InTime: http://www.intime.uni.edu/model/teacher/teac2summary.html
 
Sparks, D. (1992). Merging Content Knowledge and Pedagogy: An Interview with Lee Shulman. Journal of Staff Development , Vol. 13, No. 1.
 
Submitted by: Becky Rogerson
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Any opinions expressed here, except as specifically noted, are those of the individual authors or commenters and do not necessarily represent the views or policies of the Department of Instructional Technology and Learning Sciences, the Emma Eccles Jones College of Education and Human Services, or Utah State University.