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"Teachers must learn to 'psychologize' ther subject matter for teaching, to rethink disciplinary topics and concepts to make them more accessible to students"
"Teachers must learn to 'psychologize' ther subject matter for teaching, to rethink disciplinary topics and concepts to make them more accessible to students"
Grossman, P. (1990). The Making of a Teacher: Teacher knowledge and teacher education, pp.7-8.
Pedagogical content knowledge
Pedagogical content knowledge
Teaching and learning are synonymous, just as reading and writing are extensions of one another.
Lee Shulman (1987) refers to three types of pedagogy:
Pedagogical Knowledge - related to strategies of classroom management, organization, lesson planning, coherence, and scaffolding students through a curriculum.
Content Knowledge - represents the amalgam of literature and philosophical and historical scholarship in a content area.
Pedagogical Content Knowledge - refers to the knowledge and skill related to teaching a particular subject.
Gladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms, pp. 27-28
Pedagogical content knowledge is the focus of our course.
According to Shulman:
Within the category of pedagogical knowledge...for the most regularly taught topics in one's subject area, the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations--in a word, ways of representing and formulating the subject to make it comprehensible to others. Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult; the conception and preconceptions that students of different ages, backgrounds bring with them to the learning of those most frequently taught topics and lessons.
Gladson-Billings, 2001. Crossing over to Canaan: The journey of new teachers in diverse classrooms, p. 28.
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