Pedagogical Content Knowledge

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Versie op 30 dec 2014 20:57 van Root (Overleg | bijdragen)
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Algemeen

  • pedagogical content knowledge (PCK)
  • het leggen van een relatie tussen vakinhoud en vakdidactiek in de lerarenopleiding
  • verwant begrip: Professionele gecijferdheid

Achtergrond

Shulman (1986) claimed that the emphases on teachers subject knowledge and pedagogy were being treated as mutually exclusive domains in research concerned with these domains. The practical consequence of such exclusion was production of teacher education programs in which a focus on either subject matter or pedagogy dominated. To address this dichotomy, he proposed to consider the necessary relationship between the two by introducing the notion of PCK.

This knowledge includes knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching. This knowledge is different from the knowledge of a disciplinary expert and also from the general pedagogical knowledge shared by teachers across disciplines. PCK is concerned with the representation and formulation of concepts, pedagogical techniques, knowledge of what makes concepts difficult or easy to learn, knowledge of students’ prior knowledge and theories of epistemology. It also involves knowledge of teaching strategies that incorporate appropriate conceptual representations, to address learner difficulties and misconceptions and foster meaningful understanding. It also includes knowledge of what the students bring to the learning situation, knowledge that might be either facilitative or dysfunctional for the particular learning task at hand. This knowledge of students includes their strategies, prior conceptions (both “naïve” and instructionally produced); misconceptions students are likely to have about a particular domain and potential misapplications of prior knowledge.

TPACK

Een toevoeging aan bovenstaande ideeen ivm 'kennis van ICT': Technological Pedagogical Content Knowledge

  • Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108 (6), 1017-1054.


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