Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals

By Soonhye Park, J. S. Oliver. 2008

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The purpose of this study was to rethink the conceptualization of pedagogical content knowledge based on our descriptive research findings and to show how this new conceptualization helps us to understand teachers as professionals. This study was a multiple case study grounded in a social constructivist framework. Data were collected from multiple sources and analysed using three approaches: (a) constant comparative method, (b) enumerative approach, and (c) in-depth analysis of explicit PCK. The results indicated that (a) PCK was developed through reflection-in-action and reflection-on-action within given instructional contexts, (b) teacher efficacy emerged as an affective affiliate of PCK, (c) students had an important impact on PCK development, (d) students’ misconceptions played a significant role in shaping PCK, and (e) PCK was idiosyncratic in some aspects of its enactment. Discussion centres on how these five aspects are related to teacher professionalism.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/51c4325a5f73d5d54f74d531079eb76f910c6d3a

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Citations in the corpus

Lesson Study: professional development (PD) for beginning and experienced teachers (2019, background): “Quite a number of scholars have since Shulman worked on PCK and conceptualized it in different ways, partly because of a difference in research focus (Loughran et al. 2004, Hashweh 2005, Park and Oliver 2008, Rollnick et al. 2008, Schneider and Plasman 2011, Depaepe et al. 2013).”
Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, background): “The former can be seen as a knowledge base used in planning for and delivery of topic-specific instruction (Gess-Newsome 2015, p. 36) and is sometimes referred to as knowledge-on-action (Park and Oliver 2008).”
Teacher Knowledge Experiment: Testing Mechanisms Underlying the Formation of Preservice Elementary School Teachers’ Pedagogical Content Knowledge Concerning Fractions and Fractional Arithmetic (2018, background): “…content knowledge (Blömeke, Suhl, & Kaiser, 2011), and, finally, teaching practice and careful reflection lead to the development of procedural pedagogical content knowledge (Park & Oliver, 2008; Strawhecker, 2005; van Driel, De Jong, & Verloop, 2002; Zembal-Saul, Krajcik, & Blumenfeld, 2002).”
Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement (2016, methodology): “…effect of teachers’ PCK on cognitive activation seems understandable, as the main facets of PCK are knowledge about teaching strategies and representations as well as knowledge about students’ misconceptions (cf. van Driel et al., 1998; Park & Oliver, 2008; Shulman, 1986; Tepner et al., 2012).”
Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge (2012, background): “ Park and Oliver (2008) noted that ‘‘it has been difficult to portray a clear picture not only of how to scaffold PCK development in teachers but also of how to assess it once constructed’’ (p. 262).”
Pedagogy: Making Sense of the Complex Relationship Between Teaching and Learning (2013, background): “In other words, it has been difficult to portray a clear picture . . . of how to scaffold PCK development in teachers. . . . (Park & Oliver, 2008, p. 262) One example of PCK based on a 9-year longitudinal research project into science teachers’ PCK is fully explicated through the book Understanding…”
Teachers’ Content Knowledge and Pedagogical Content Knowledge (2013, background): “…experience needs to be coupled with thoughtful reflection on instructional practice, with nonformal learning through interactions with colleagues, and with deliberative formal learning opportunities (Brouwer & Korthagen, 2005; Park & Oliver, 2008; Van Driel, 2010; Zembal-Saul et al., 2002).”
Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study (2011, background): “PCK as an integration of those components ( Park and Oliver 2008a ).”
Handbook of Research on Learning and Instruction (2011, background): “It is likely that skills are not pre-learned or pre-programmed in isolated skill practice but emerge to address and overcome contextual constraints.”
Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) (2013, background): “A review of the literature suggests four main areas of teacher knowledge: subject matter knowledge, pedagogical knowledge, pedagogical content knowledge, and knowledge of context (Park and Oliver 2008; Grossman 1990).”
Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities (2015, background): “Empirical Structure of Professional Knowledge and Validity Check Most researchers consider CK, PCK, and PK inherent domains of teachers’ professional knowledge (e.g., Brunner, Anders, Hachfeld, & Krauss, 2013; Grossman, 1990; Park & Oliver, 2008; Shulman, 1986, 1987; Tamir, 1988).”