Pedagogical Content Knowledge

http://mkoehler.educ.msu.edu/tpack/pedagogical-content-knowledge-pck/

The above article examines the important of Pedagogical Content Knowledge (PCK), which is basically an educators intuition as to how they should teach content based on the class that they have. So, it involves the educators experience of teaching the content, it includes the educators knowledge of the students in the classroom (their experience and interests), the atmosphere of the classroom, what makes a outcome difficult or easy to learn amongst other things.

PCK is a series of decisions that result in the ways in which a teacher will introduce content – for example, if an educator is introducing addition and he/she knows that his/her class is interested in ‘Littlest Pet Shop’ figurines at the moment, she/she may use these instead of counters to demonstrate simple one digit addition. This guarantees that the students in the class will be intrigued and they will be learning as they are simultaneously having fun. 

This is PCK and this is why it is terribly important in the classroom.

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2 thoughts on “Pedagogical Content Knowledge

  1. Pingback: PCK – the penny has dropped! | tessamiller10

  2. A couple quick comments on this and your related posts…

    This is really important stuff, and I am delighted to see you working on it so early in your journey. Thanks for linking back to my recent post and let’s continue the conversation, OK?

    It is important to understand that pedagogical content knowledge (PCK) is not merely an “intuition”. It is in fact knowledge that can be based on experience, theory and research results. Like all knowledge, it can be learned and it can grow over time.

    It is also not a nice condiment for sprinkling on top of lessons. It is a foundation on which teachers—either consciously or not—build their lessons. We use our knowledge to make decisions as we plan and execute lessons.

    Finally, whether one uses counters or Littlest Pet Shop characters is among the minor decisions to make. In the example of one-digit addition, the knowledge that students will solve a “Join, Result-Unknown” problem differently from a “Separate, Start-Unknown” problem is a more powerful piece of knowledge than the surface features of the problem.

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