KNOWLEDGE BASE FOR TEACHING AND PEDAGOGICAL CONTENT KNOWLEDGE (PCK): SOME USEFUL MODELS AND IMPLICATIONS FOR TEACHERS’ TRAINING
Journal Title: Problems of Education in the 21st Century - Year 2014, Vol 60, Issue 7
Abstract
In recent years the profession of teaching has reached a maturity to the point of being considered a producer of own knowledge necessary to the practice. The teacher is no longer seen as a technician, but as an intellectual actor and the specialized literature advocates teaching as a profession, and it recognizes that the teacher has “knowledge base”, a set of skills that are developed during his teaching activity. The Pedagogical Content Knowledge (PCK) is a concept that seeks to represent the teachers’ professional knowledge and it has been widely used in the literature about teachers’ knowledge. It has proved a fruitful model for investigations aimed to document the knowledge that makes one a good teacher. Despite the relevance that the PCK is, the consensus on what is the PCK is still far from being achieved and many researches propose different models and concepts for the PCK, sometimes conflicting. Many works brings the PCK and speak of it as if it were a clear concept and do not clarify which model / conception are using, which makes investigations on the PCK diffcult and ends up attracting a lot of criticism. Thus, this study aims to look critically at the various models proposed in the literature most used and point differences and similarities so that an overview can be built with more insight and analyze their use and validity. The study will also present some ways to have access to PCK and the relation between PCK and teacher education is also discussed.
Authors and Affiliations
Carmen Fernandez
Keywords
Related Articles
- EP ID EP35332
- DOI -
- Views 329
- Downloads 0
PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs,...
REFORM AGENDA AND EDUCATIONAL POLICY IN KENYA: CIRCA 21st CENTURY
This study examined the reform Agenda and the educational policy in Kenya with regard to the secondary school sector in Eldoret municipality. The study was based on the social systems theory as advanced by Newstrom (199...
TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION
In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to...
E-MARKETING TOOLS AND THE NEW DIMENSION OF INTEGRATED MARKETING COMMUNICATIONS IN EUROPEAN HIGHER EDUCATION SERVICES
The increasing competitiveness, rising target audience’s expectations (students, their families, employees/ employers, academic staff, government, suppliers) and widening access to information determines higher educati...
TOWARDS A POSSIBLE GOOD-PRACTICE MODEL IN NON-FORMAL EDUCATION: A CASE OF ROMANIA
By its nature, education has 3 forms that are in a strong interdependence: formal, non-formal and informal. Non-formal education can be defned as a form of education implemented by schools in partnership with different...