HED4817
ASSIGNMENT 3
ANSWERS 2025
HED4817 ASSIGNMENT 3 ANSWERS
2025
, HED4817
ASSIGNMENT NUMBER 03
ASSIGNMENT DUE DATE: 26 SEPTEMBER 2025
QUESTION 1
1.1 Integrative model of PCK (Gess-Newsome, 1999)
- Concept: The integrative model sees pedagogical content knowledge (PCK) as a
specialized, teachable form that arises when a teacher’s content knowledge (CK),
general pedagogical knowledge (GPK), and knowledge of learners are brought
together and interwoven. Rather than treating pedagogy and content as separate
pieces, the integrative view holds that effective teaching emerges from their fusion
into a coherent body of knowledge that guides how content is made accessible to
students.
- Analogy: A useful way to think about integrative PCK is as a fusion or synthesis of
teaching and subject matter—like a bridge or glue that binds what is to be taught
(content) with how it can be taught (pedagogy) in ways that fit students’ thinking. It is
the “teachable form” that results from integrating these components.
- Application during teaching: In practice, an integrative PCK teacher plans and
delivers instruction by selecting representations (analogies, models, examples),
sequencing ideas, and designing tasks that align disciplinary concepts with students’
prior knowledge and misconceptions. The teacher anticipates difficulties, adapts
explanations, and chooses instructional approaches that make the content teachable
for a particular group of learners.
ASSIGNMENT 3
ANSWERS 2025
HED4817 ASSIGNMENT 3 ANSWERS
2025
, HED4817
ASSIGNMENT NUMBER 03
ASSIGNMENT DUE DATE: 26 SEPTEMBER 2025
QUESTION 1
1.1 Integrative model of PCK (Gess-Newsome, 1999)
- Concept: The integrative model sees pedagogical content knowledge (PCK) as a
specialized, teachable form that arises when a teacher’s content knowledge (CK),
general pedagogical knowledge (GPK), and knowledge of learners are brought
together and interwoven. Rather than treating pedagogy and content as separate
pieces, the integrative view holds that effective teaching emerges from their fusion
into a coherent body of knowledge that guides how content is made accessible to
students.
- Analogy: A useful way to think about integrative PCK is as a fusion or synthesis of
teaching and subject matter—like a bridge or glue that binds what is to be taught
(content) with how it can be taught (pedagogy) in ways that fit students’ thinking. It is
the “teachable form” that results from integrating these components.
- Application during teaching: In practice, an integrative PCK teacher plans and
delivers instruction by selecting representations (analogies, models, examples),
sequencing ideas, and designing tasks that align disciplinary concepts with students’
prior knowledge and misconceptions. The teacher anticipates difficulties, adapts
explanations, and chooses instructional approaches that make the content teachable
for a particular group of learners.
