PCK

Pedagogical Content Knowledge: Twenty-Five Years Later Summary

Maher Hashweh

This chapter  reviews the research about the construct of pedagogical content Knowledge (PCK) over 25 years. It displays the vagueness of PCK conceptualization  , its validity ,and it’s utlity. Shulman (1986) defined the PCK as subcategory of teacher content  knowledge beside curriculum knowledge and subject matter knowledge . Then, he defined PCK in 1987 as a category of teacher knowledge included content knowledge, pedagogical knowledge, curriculum knowledge, knowledge of learners and it’s characteristics, educational context knowledge, knowledge of ends, purpose and values,and resource knowledge.

the old trend of  PCK depend on process-product paradigm that identify the relation between the teacher behavior (process) and the student achievement (product) and

PCK is s broad and general form of knowledge . but the research proved that the focus of teacher planning and thinking is more important than teacher behavior . so the new trends emphasized on topic-specific PCK, and give the following assertions in this definition:

1. PCK is a private knowledge.

1. PCK as a collection of  teacher pedagogical constructions.

1. teacher pedagogical construction develop through experience,planning and reflection of teaching.

1. pedagogy construction are influenced by interaction of the knowledge and beliefs.

1. pedagogical construction have components of generalized event-base and story-base memories.

1. pedagogical construction is a topic-specific cases labeled in multiple interesting ways.

 Finally, the chapter viewed PCK as a collection of TPCs , and argued a need to design the models of teacher learning and professional development in subject matter specific and to integrate the professional development in PCK .