, ISC3701 Assignment 2
14 May at 23h00
1. In your own words, use literature/studies to describe the concept of ‘pedagogical content knowledge (PCK)’.
Please incorporate the PCK diagram to provide more clarity to your description.
(10)
Pedagogical Content Knowledge (PCK) refers to the specialized knowledge that teachers possess about how to
effectively teach particular content to their students. This concept was first introduced by Lee Shulman in
1986, and it has since become an integral part of teacher education and professional development.
The PCK diagram, also known as the Shulman's Model of Pedagogical Content Knowledge, shows the
intersection of content knowledge, pedagogical knowledge, and the knowledge of students' understanding.
This model illustrates how PCK is the unique blend of subject matter knowledge and knowledge of how to
teach that content in a way that is accessible and meaningful to students.
According to Shulman, PCK involves understanding the most effective ways to present content, explain
concepts, provide examples, and assess student understanding within a specific subject area. This knowledge
also includes understanding common student misconceptions, anticipating their learning needs, and adjusting
instructional strategies as needed to ensure student understanding and mastery of the content.
Literature and studies have further elaborated on the importance of PCK in teaching, showing that teachers
with strong PCK tend to have a greater impact on student learning outcomes. For example, a study by
Magnusson et al. (1999) found that teachers who effectively integrated subject matter knowledge with
pedagogical strategies were more successful in promoting student understanding and retention of content.
In summary, the concept of Pedagogical Content Knowledge (PCK) emphasizes the importance of teachers'
specialized knowledge in effectively teaching specific content to their students. The PCK diagram visually
represents the intersection of content knowledge, pedagogical knowledge, and knowledge of students'
understanding, illustrating the complex and dynamic nature of PCK in teaching.
References:
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-
14.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content
knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content
knowledge (pp. 95-132). Springer.
14 May at 23h00
1. In your own words, use literature/studies to describe the concept of ‘pedagogical content knowledge (PCK)’.
Please incorporate the PCK diagram to provide more clarity to your description.
(10)
Pedagogical Content Knowledge (PCK) refers to the specialized knowledge that teachers possess about how to
effectively teach particular content to their students. This concept was first introduced by Lee Shulman in
1986, and it has since become an integral part of teacher education and professional development.
The PCK diagram, also known as the Shulman's Model of Pedagogical Content Knowledge, shows the
intersection of content knowledge, pedagogical knowledge, and the knowledge of students' understanding.
This model illustrates how PCK is the unique blend of subject matter knowledge and knowledge of how to
teach that content in a way that is accessible and meaningful to students.
According to Shulman, PCK involves understanding the most effective ways to present content, explain
concepts, provide examples, and assess student understanding within a specific subject area. This knowledge
also includes understanding common student misconceptions, anticipating their learning needs, and adjusting
instructional strategies as needed to ensure student understanding and mastery of the content.
Literature and studies have further elaborated on the importance of PCK in teaching, showing that teachers
with strong PCK tend to have a greater impact on student learning outcomes. For example, a study by
Magnusson et al. (1999) found that teachers who effectively integrated subject matter knowledge with
pedagogical strategies were more successful in promoting student understanding and retention of content.
In summary, the concept of Pedagogical Content Knowledge (PCK) emphasizes the importance of teachers'
specialized knowledge in effectively teaching specific content to their students. The PCK diagram visually
represents the intersection of content knowledge, pedagogical knowledge, and knowledge of students'
understanding, illustrating the complex and dynamic nature of PCK in teaching.
References:
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-
14.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content
knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content
knowledge (pp. 95-132). Springer.
