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Manuel JB Bandalan - Lesson 2.1 Pedagogical Content Knowledge (PCK) and Its Application Across the Curriculum

The document discusses Pedagogical Content Knowledge (PCK), which is the integration of a teacher's content and pedagogical knowledge to enhance student learning. It emphasizes the importance of understanding how to teach specific content effectively and the need for teachers to adapt their methods based on students' prior knowledge and learning styles. The lesson aims to help students distinguish between content knowledge, pedagogical knowledge, and curricular knowledge, highlighting the unique expertise required for effective teaching.

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9 views

Manuel JB Bandalan - Lesson 2.1 Pedagogical Content Knowledge (PCK) and Its Application Across the Curriculum

The document discusses Pedagogical Content Knowledge (PCK), which is the integration of a teacher's content and pedagogical knowledge to enhance student learning. It emphasizes the importance of understanding how to teach specific content effectively and the need for teachers to adapt their methods based on students' prior knowledge and learning styles. The lesson aims to help students distinguish between content knowledge, pedagogical knowledge, and curricular knowledge, highlighting the unique expertise required for effective teaching.

Uploaded by

manueljbbandalan093
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DEPARTMENT OF

TEACHER EDUCATION

FIELD STUDY 1 MODULE Content Knowledge and


FS 1 2 Pedagogy

Name of FS Student Manuel JB C. Bandalan


Course, Year and Section BEEd 3-A
Name of Resources Teacher Richard B. Ytang
Date February 20, 2025

Lesson 2.1: Pedagogical Content Knowledge (PCK) and


Its Application across the Curriculum

LESSON SUMMARY

PCK is a unique synthesis of teacher content and pedagogical knowledge. It


is the body of knowledge that the teacher uses to connect his or her pedagogical and
content knowledge to make the lesson more relevant and comprehensive for
students.
Mastery of comprehensive pedagogical content knowledge (PCK) in a subject
area is one of the competencies required of a graduate of teacher education (CHED
2017).

INTENDED LEARNING OUTCOMES

At the end of this lesson, the FS student must be able to distinguish the relevance of
content knowledge from pedagogical knowledge and curricular knowledge

DISCUSSION

Pedagogical content knowledge (PCK) is an intriguing academic concept. It is


widely held that teaching entails much more than imparting subject-matter
knowledge to students and that student learning entails much more than absorbing
information for subsequent accurate regurgitation. PCK refers to the knowledge
teachers gain over time and through experience about how to teach specific content
INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE
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DEPARTMENT OF
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in specific ways that result in increased student understanding. PCK, on the other
hand, is not a uniform entity shared by all teachers in a given subject area. It is a
distinct expertise with distinct idiosyncrasies and significant differences influenced by
(at the very least) the teaching context, content, and experience. It may be identical
(or similar) for some teachers and dissimilar for others, but it is an essential
component of teachers' professional knowledge and expertise (Loughran, J. et al.
2012).

What is PCK?

In 1986, Dr. Lee Shulman spoke to the American Educational Research


Association. He was concerned about teacher education, believing that an undue
emphasis was placed on teaching methods at the expense of content. “Where did all
the content go?” he wondered. Most importantly, he distinguished between a teacher
and a subject matter expert. He attributed this distinction to teachers' specialized
knowledge, which enabled them to transform content knowledge into teachable form
(Rollnick & Mavhunga, 2017). As a result, he coined the phrase "pedagogical content
knowledge" (PCK), which he defined as follows:

“Within the category of PCK, I include, for the most frequently taught
topics in one's subject area, the most useful forms of those representations of
those ideas, the most powerful analogies, illustrations, examples,
explanations, and demonstrations – in a nutshell, the ways of representing
and formulating the subject that make it understandable to others. PCK also
includes an understanding of what makes specific topics easy or difficult to
learn: the conceptions and preconceptions that students of various ages and
backgrounds bring to the learning of those most frequently taught topics and
lessons. If those preconceptions are misconceptions, as they frequently are,
teachers must be aware of the strategies that are most likely to be effective in
reorganizing learners' understanding, because those learners are unlikely to
appear before them as blank slates (Shulman, 1986, pp. 9-10).”

Since then, much has been published on PCK, but the most difficult challenge
has been precisely defining it and providing examples so that new teachers can
grasp it and apply it in their classrooms. We've discovered that this is much easier
when PCK is defined as being specific to each topic taught and to each class taught
(Rollnick & Mavhunga, 2017).

Shulman (2004) asserts that PCK is a synthesis of subject matter knowledge


and pedagogical knowledge that teachers must possess. These two domains are
inextricably linked. Subject matter knowledge, also referred to as content knowledge
(CK), is the knowledge of a particular subject that a teacher must teach. Another
area of expertise is pedagogical knowledge (PK). According to Shulman (2004), PK
entails the teaching principles and strategies used in classroom management and
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Email: [email protected]/[email protected] TP-IMD-08
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DEPARTMENT OF
TEACHER EDUCATION

organization. Additionally, the PK incorporates the teacher's knowledge of students'


learning, assessment, and educational objectives (Kultsum, U., 2017). The figure
below illustrates the integration of two domains.

Content Knowledge - Knowledge of the subject matter or academic course


being taught or expected to be learned by students, requiring an
understanding of facts or principles.
Pedagogical Knowledge – knowledge of teaching, including methods and
strategies for structuring subject matter to make it more understandable to
learners.
Curricular Knowledge – an understanding of the curriculum, as represented
by a comprehensive range of programs designed to teach a specific
subject/course at a particular level.

PCK does not simply employ a teaching procedure because it "works" or


merely breaks down the content knowledge into manageable "chunks". It is the
synthesis of extensive knowledge of pedagogy and content, each shaping and
interacting with the other so that what is taught and how it is constructed is
purposefully designed to ensure that certain content is better understood by
students.

INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE


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Email: [email protected]/[email protected] TP-IMD-08
Website: www.vsu.edu.ph
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DEPARTMENT OF
TEACHER EDUCATION

LEARNING TASK

It’s time to observe and investigate. Discover the content knowledge and
pedagogical practices of your cooperating teacher.

Observation REPORT
My Grade 4 cooperating teacher really knows their stuff,
especially in subjects like math, science, and English. He
makes sure that his students understand the key ideas.
He uses engaging teaching methods like group
discussions, hands-on activities, and asking thought-
provoking questions to keep his students involved. Plus,
he adjusts his teaching to fit different learning styles,
creating a classroom where every student can succeed.

INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE


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Email: [email protected]/[email protected] TP-IMD-08
Website: www.vsu.edu.ph
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

ASSESSMENT TASK

Instruction: Create a Venn diagram that illustrates the interrelationships between the
various types of knowledge (Content, Pedagogical, Curricular). Each section must
include examples, after which, explain further your diagram.

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Website: www.vsu.edu.ph
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

Read the questions carefully, answer the questions comprehensively.

1. Does the teacher consider the learner’s prior knowledge in the lesson you
have observed?
The teacher checks what students already know by asking questions and
connecting the lesson to past topics. This makes it easier for them to
understand new ideas.
2. Does the teacher use varied teaching strategies to deliver the subject matter?
Different teaching methods are used, like pictures, group work, and
discussions, to help everyone learn in a way that suits them. This keeps the lesson
interesting and easy to follow.
3. Does the teacher provide updated information regarding the lesson?
The teacher includes new and relevant information like recent events or
discoveries to make the lesson more useful. This helps students see how
what they're learning applies to real life.

Reflect
You are awesome! Please share your memorable experience this week.

My memorable experience this week: I was assigned in Grade 3. My


cooperating teacher told me to guide his students in writing and keeping them
behaved.

Attached Photos:

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Email: [email protected]/[email protected] TP-IMD-08
Website: www.vsu.edu.ph
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022
DEPARTMENT OF
TEACHER EDUCATION

References:
BIBLIOGRAPHY
Vega, M. G. (2022). Field Study 1: Observations on Teaching-Learning in Actual
School Environment.

INSTRUCTIONAL MATERIALS DEVELOPMENT OFFICE


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Email: [email protected]/[email protected] TP-IMD-08
Website: www.vsu.edu.ph
Phone: +63 956 721 6507 / +63 963 960 8676 V2 11-14-2022

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