Pedagogical Content Knowledge
The early history of teaching placed a large emphasis on subject matter content (Cochran, King, & DeRuler, 1991). However, as we become more knowledgeable about how students learn and the need to teach in many ways, educators are expected to know more than just the content. It is an area in which makes teachers, teachers. Rather than just subject experts. This idea was originally developed by Lee Shulman in the 1980's and has since been further developed by recent scholars, to include the important aspect of technology in teaching. Shulman's research showed that pedagogy and content knowledge were being treated equally, a consequence of this was that when education programs were produced then only one of pedagogy and content knowledge dominated (Koehler, 2013).
The video below (TPACK in 2 minutes, 2013) gives us a great insight into Pedagogical Content Knowledge, often referred to as TPACK. |
The video above allows us to see the need to be more than just subject experts. If we are able to bring together our content knowledge and pedagogical knowledge then we will be able to give our students the best chance of being fully engaged.
There is no point in knowing every particular area of content if a teacher doesn't have the tools to use it. Knowledge and pedagogies, as well as technology nowadays must work together in order to ensure students are learning the skills that will assist them in the future. |