2. What is your
favorite
lesson?
• Why is it your favorite lesson?
• What does it look like?
• What do you know about the
teaching ang learning of the
lesson is special?
• How did you learn?
• Why did you value that lesson?
4. Shulman, 1986. Argued that developing general pedagogical
skills was insufficient for preparing content teachers as was
education that stressed only content knowledge. In his view,
the key to distinguishing the knowledge base of teaching
rested at the intersection of content and pedagogy
Pedagogical Content Knowledge (PCK)
5. Pedagogical knowledge
Pedagogical knowledge (PK) is the teacher’s deep
understanding of the processes and practices or
method of teaching and learning. It includes:
It includes:
Legal responsibilities
manage the classroom
How to work with multi level classes
How to work with special needs learners or
differentiate
6. Pedagogical knowledge
How to communicate with parents
understanding the nature of the students
having strategies for evaluating the students
understanding the cognitive, social and developmental
theories of learning and how they apply to the students
in the classroom (Koehler & Mishra, 2009).
And to continue to develop their careers
7. Content knowledge
Content knowledge (CK) is the teacher’s knowledge
about the subject matter students will learn.
It includes knowledge of concepts, theories, ideas,
organizational framework, and evidence
and proof, as well as the practices and approaches
that lead to developing such knowledge
(Shulman, 1987).
8. Content knowledge
Substantial structure of knowledge
- knowledge of facts, concepts, principles of
discipline are organized to incorporate its facts.
Syntactic structures knowledge
- rules of evidence, generated and validate in the
subject proofs, history of the discipline
9. Content knowledge
Knowledge of substantive and syntactic structure
has implication for what teachers choose to teach,
and how they teach.
The amount of the degree of substantive and
syntactic structures that a teacher possesses
concerning his/her respective field would certainly
influence the delivery of the subject content to the
students.
10. expertise about
teaching methods,
assessment, classroom
management, and how
students learn
expertise about a
subject area
Pedagogical Knowledge
(PK)
Content Knowledge
Pedagogical Content Knowledge
(PCK)
(PCK)
what they know about
teaching
what they know about
what they teach
(CK)
13. Domain 1, Content Knowledge and Pedagogy,
is composed of seven (7) strands:
1.Content knowledge and its application within and across
curriculum areas
2.Research-based knowledge and principles of teaching and
learning
3.Positive use of ICT
4.Strategies for promoting literacy and numeracy
5.Strategies for developing critical and creative thinking, as
well as other higher-order thinking skills
6.Mother Tongue, Filipino and English in teaching and learning
7.Classroom communication strategies
14. Review of PPST Domain 1
CK & P
theories
practice
Grounded by
RESEARCH
Proficient
Mother tongue
Filipino
English
Differentiated
Within
Across communication
Teaching strategies
Technology
Contextualized
Promoting/
enhancing
literacy numeracy
15. Impact of PCK
• When teaching subject matter, teachers’
actions will be determined to a large
extent by the depth of their pedagogical
content knowledge, making this an
essential component of their ongoing
learning.
• Pedagogical content knowledge research
links knowledge on teaching with
knowledge about learning, a powerful
knowledge base on which to build
teaching expertise.
16. Pedagogical Content Knowledge in
Core Content Areas
•
To teach all students according to
today’s standards,
•teachers indeed need to understand
subject matter deeply and flexibly so
they can help students map their own
ideas,
•relate one idea to another, and
•re-direct their thinking to create
powerful learning.
•Teachers also need to see how ideas
connect across fields and to everyday
life.
These are the
building blocks
of PCK
Editor's Notes
PCK is one of those things that is really cool idea, but actually a hard to see, a hard thing to capture, a hard thing to demonstrate a hard thing to say. This is what a teacher does
Activity
Group the participants into 3 groups
Let them answer the questions in
Let the group assigned member for presentation
In teaching we are so busy in doing/planning how to delivery it and how to the assessment it and so on. …..
Because teaching is not just standing and delivery, Teaching is not that all about.
THE ESSENCE OF QUALITY IN TEACHING IS THE NOTION OF PEDAGOGY.
TEACHING SHOULDS INFLUENCE LEARNING AND LEARNING SHOULD INFLUENCE TEACHING… SO IT’S A RELATIONSHIP/ ONE CANNOT WORK WITH ONE ANOTHER . WHEN WE START THINKING WHAT IS OUR FAVORITE LESSON, WHAT DOES IT LOOK LIKE, ………………………….. What is special about it, it’s actually asking question that we don’t usually have in our normal way of talking about teaching and learning . Those question is an essence of PCK
PCK CONCEPT IS NOT NEW . Lhee Shulman (1986), a teacher education researcher who was interested in expanding and improving knowledge on teaching and teacher preparation that… he argued
Pedagogical content knowledge (PCK) is an academic construct that represents an intriguing idea. It is an idea rooted in the belief that teaching requires considerably more than delivering subject content knowledge to students, and that student learning is considerably more than absorbing information for later accurate regurgitation. PCK is the knowledge that teachers develop over time, and through experience, about how to teach particular content in particular ways in order to lead to enhanced student understanding
The five major approaches Constructivist, Collaborative, Integrative, Reflective and Inquiry Based Learning ( 2C-2I-1R ).
theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice.
Pedagogy is very necessary to centralize the teaching-learning process. It helps to have a proper delivery system and similar evaluation mechanism, and it helps the teacher to follow up activities in a scientific way. There should be continuous evaluation in the way that teachers are monitored since they do not have equal attitudes toward teaching. [interview 211: BS].
Pedagogical content knowledge (PCK) is an academic construct that represents an intriguing idea. It is an idea rooted in the belief that teaching requires considerably more than delivering subject content knowledge to students, and that student learning is considerably more than absorbing information for later accurate regurgitation. PCK is the knowledge that teachers develop over time, and through experience, about how to teach particular content in particular ways in order to lead to enhanced student understanding
The five major approaches Constructivist, Collaborative, Integrative, Reflective and Inquiry Based Learning ( 2C-2I-1R ).
theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice.
Pedagogy is very necessary to centralize the teaching-learning process. It helps to have a proper delivery system and similar evaluation mechanism, and it helps the teacher to follow up activities in a scientific way. There should be continuous evaluation in the way that teachers are monitored since they do not have equal attitudes toward teaching. [interview 211: BS].
According to this theoretical approach, there are five types of knowledge that develop when acquiring motor skills: declarative knowledge (knowing what), procedural knowledge (knowing how), affective knowledge (how I feel about a skill), metacognitive knowledge, and metacognitive skills.
PCK is the knowledge that teachers develop over time, and through experience, about how to teach particular content in particular ways in order to lead to enhanced student understanding. However, PCK is not a single entity that is the same for all teachers of a given subject area; it is a particular expertise with individual idiosyncrasies and important differences that are influenced by (at least) the teaching context, content, and experience. It may be the same (or similar) for some teachers and different for others, but it is, nevertheless, a corner stone of teachers’ professional knowledge and expertise.
Before we go further let’s us review the PPST Domain 1
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
Content knowledge and its application within and across curriculum areas
Research-based knowledge and principles of teaching and learning
Positive use of ICT
Strategies for promoting literacy and numeracy
Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
Mother Tongue, Filipino and English in teaching and learning
Classroom communication strategies
