Content Knowledge and Pedagogy

Most teachers pay close attention to what our pupils are learning, understanding, and how they might be able to use their knowledge on a daily basis, while others pay less attention. However, what makes the difference? 

Along with knowledge of the subject, teachers who possess pedagogical content expertise are better able to "know how to organize and present the content in a way that makes it accessible for increasingly diverse groups of learners" (Shulman, 1987, cited by Cooper and Alvarado, 2006:5). According to Villagas-Reimers (2003: 39) a conceptual diagram of how to teach a subject, knowledge of teaching strategies and representations, awareness of students' understanding and potential misunderstandings, and familiarity with the curriculum and its materials are all components of pedagogical content knowledge. Content Knowledge and Pendagody involve teachers' ability to convey the conceptual approach, relational understanding, and adaptive reasoning of the subject matter in the teaching and learning process. 

To be completely honest, there are occasions when I am aware that I failed to succeed in demonstrating the lesson's learning objectives. This is particularly prevalent when I was struggling to understand the subject matter myself. is crucial to classroom instruction. The depth and scope of our knowledge of the content we are teaching or are supposed to teach greatly influence how effective we are. For the past three months, I have learned that how we understand the content goals we are supposed to attain with our pupils depends on how knowledgeable we are in the subject matter. It has an impact on how we hear and respond to our pupils' questions, the inability to master the content or subject matter interferes with our capacity for coherent explanations and meaningful investigation. 

References: 

Cooper, J.M.; Alvarado A. 2006. Preparation, recruitment, and retention of teachers. Paris: IIEP-UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0015/001520/152023e.pdf

Shulman, L.S. 1987. ‘Knowledge and Teaching: Foundations of the New Reform’. In: Harvard Educational Review, 51, 1-22. Retrieved from: https://doi.org/10.17763/haer.57.1.j463w79r56455411

Tournier, B.; Chimier, C.; Childress, D.; Raudonyte, I. 2019. Teacher career reforms: Learning from experience. Paris: IIEP-UNESCO. Retrieved from:http://www.iiep.unesco.org/en/publication/teacher-career-reforms-learning-experience