The The Birth, Growth and Development of Pedagogical Content Knowledge (PCK): The Birth, Growth and Development of Pedagogical Content Knowledge (PCK)
The Birth, Growth and Development of Pedagogical Content Knowledge (PCK)
- Articles
- Submited: January 12, 2022
-
Published: September 19, 2022
Abstract
Pedagogical Content Knowledge (PCK) is the basic skill that represents teacher professionalism and has proven useful for investigations in documenting knowledge that makes a good teacher. Teachers are one of the recognized intellectual actors who have a knowledge base and a set of skills developed during their teaching activities to produce competent and highly competitive human resources in dealing with the currents of globalization, accompanied by the increasingly sophisticated technological development. This research aims to see historically the birth of PCK, the growth and development of research on PCK. The method used is a documentary study by analyzing documents, both journals and books that discuss the results of PCK research. The result of the analysis shows that when PCK research began to grow and develop, there were differences in the term PCK. There was a pattern of change in the subject of PCK research, a fundamental change in PCK knowledge by integrating technology in it (TPACK). It can be summed up that the future PCK research is directed at PCK improvement strategies for preservice and inservice teachers as well as training teachers to be able to integrate technology in classroom learning (TPACK).
Article Metrics Graph
References
Anwar, Y., Widodo, A. &, & Rustaman, N. (2014). Kemampuan Pedagogical Content Knowledge Guru Biologi Yang Berpengalaman Dan Yang Belum Berpengalaman. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 19(1), 69.
Bertram, A. (2014). ’CoRes and PaP-eRs as a strategy for helping beginning primary teachers develop their pedagogical content knowledge. Educacion Quimica, 25(3), 292–303.
Bertram, A., & Loughran, J. (2011). Science Teachers’ Views on CoRes and PaP-eRs as a Framework for Articulating and Developing Pedagogical Content Knowledge. Research in Science Education, 42(6), 1027–1047.
Carlsen, W. (1999). Domains of Teacher Knowledge. Examining Pedagogical Content Knowledge, 133–144.
De Jong. O., Van Driel, J.H. & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42(8), 947–964.
Fernández-Balboa, J. M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and Teacher Education, 11(3), 293–306.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.
Grossman, Pamela L. & Comeaux, M. A. (1990). The Making of a Teacher : Teacher Knowledge and Teacher Education. Journal of Teacher Education, 379–382.
Hadiyanti, L.N., Rochintaniawati, D., Widodo, A. & Riandi, R. (2014). Pedagogical Content Knowledge of Experienced and Prospective Biology Teachers. Research Gate, 1(2), 1–16.
Helms, J. & Stokes, L. (2013). a Meeting of Minds Around Pedagogical Content Knowledge : Designing an International Pck Summit for Professional , Community , and Field Development.
Jin, X., Li, T., Meirink, J., Van des Want, A. & Admiraal, W. (2019). Learning from novice–expert interaction in teachers’ continuing professional development. Professional Development in Education, 1–18.
Loughran, J., Gunstone, R., Berry, A., Milroy, P. & Mulhall, P. (2000). Developing an understanding of science teachers’ pedagogical content knowledge. Annual Meeting of the National Association for Research in Science Teaching.
Loughran, J., Mulhall, P. & Berry, A. (2004). In Search of Pedagogical Content Knowledge in Science: Developing Ways of Articulating and Documenting Professional Practice. Journal of Research in Science Teaching, 41(4), 370–391.
Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. Examining Pedagogical Content Knowledge, 95–132.
Marks, R. (1990). Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception. Journal of Teacher Education, 41(3), 3–11.
Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Morine-Dershimer, G., & Kent, T. (1999). The Complex Nature and Sources of Teachers’ Pedagogical Knowledge. Examining Pedagogical Content Knowledge, 21–50.
Nilsson, P. & Loughran, J. (2012). Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science Teacher Education, 23(7), 699–721.
NRC. (1996). National Science Education Standards. In The National Academies Press.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.
Pierson, M. E. (2001). Technology Integration Practice as a Function of Pedagogical Expertise (pp. 413–430).
Rochintaniawati, D., Widodo, A., Riandi, R. & Herlina, L. (2018). Pedagogical Content Knowledge Depelopment of Science Prospective Teachers in Professional Practice Program. Unnes Science Education Journal, 7(2), 119–128.
Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N. & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365–1387.
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23.
Snoek, M., Knezic, D., Van Den Berg, E., Emmelot, Y., Heyma, A. & Sligte, Sligte, H. (2018). Impact of in-service Master of Education programmes on teachers and their working environment. European Journal of Teacher Education, 41(5), 620–637.
Ufnar, J.A., & Shepherd, V. L. (2018). The Scientist in the Classroom Partnership program: an innovative teacher professional development model. Professional Development in Education, 45(4), 642–658.
Yulisman, H., Widodo, A., Riandi, R. & Nurina, C. I. E. (2019). Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK. Jurnal Pendidikan Biologi Indonesia, 5(2), 185–196.
Bertram, A. (2014). ’CoRes and PaP-eRs as a strategy for helping beginning primary teachers develop their pedagogical content knowledge. Educacion Quimica, 25(3), 292–303.
Bertram, A., & Loughran, J. (2011). Science Teachers’ Views on CoRes and PaP-eRs as a Framework for Articulating and Developing Pedagogical Content Knowledge. Research in Science Education, 42(6), 1027–1047.
Carlsen, W. (1999). Domains of Teacher Knowledge. Examining Pedagogical Content Knowledge, 133–144.
De Jong. O., Van Driel, J.H. & Verloop, N. (2005). Preservice teachers’ pedagogical content knowledge of using particle models in teaching chemistry. Journal of Research in Science Teaching, 42(8), 947–964.
Fernández-Balboa, J. M., & Stiehl, J. (1995). The generic nature of pedagogical content knowledge among college professors. Teaching and Teacher Education, 11(3), 293–306.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.
Grossman, Pamela L. & Comeaux, M. A. (1990). The Making of a Teacher : Teacher Knowledge and Teacher Education. Journal of Teacher Education, 379–382.
Hadiyanti, L.N., Rochintaniawati, D., Widodo, A. & Riandi, R. (2014). Pedagogical Content Knowledge of Experienced and Prospective Biology Teachers. Research Gate, 1(2), 1–16.
Helms, J. & Stokes, L. (2013). a Meeting of Minds Around Pedagogical Content Knowledge : Designing an International Pck Summit for Professional , Community , and Field Development.
Jin, X., Li, T., Meirink, J., Van des Want, A. & Admiraal, W. (2019). Learning from novice–expert interaction in teachers’ continuing professional development. Professional Development in Education, 1–18.
Loughran, J., Gunstone, R., Berry, A., Milroy, P. & Mulhall, P. (2000). Developing an understanding of science teachers’ pedagogical content knowledge. Annual Meeting of the National Association for Research in Science Teaching.
Loughran, J., Mulhall, P. & Berry, A. (2004). In Search of Pedagogical Content Knowledge in Science: Developing Ways of Articulating and Documenting Professional Practice. Journal of Research in Science Teaching, 41(4), 370–391.
Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. Examining Pedagogical Content Knowledge, 95–132.
Marks, R. (1990). Pedagogical Content Knowledge: From a Mathematical Case to a Modified Conception. Journal of Teacher Education, 41(3), 3–11.
Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Morine-Dershimer, G., & Kent, T. (1999). The Complex Nature and Sources of Teachers’ Pedagogical Knowledge. Examining Pedagogical Content Knowledge, 21–50.
Nilsson, P. & Loughran, J. (2012). Exploring the Development of Pre-Service Science Elementary Teachers’ Pedagogical Content Knowledge. Journal of Science Teacher Education, 23(7), 699–721.
NRC. (1996). National Science Education Standards. In The National Academies Press.
Park, S., & Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.
Pierson, M. E. (2001). Technology Integration Practice as a Function of Pedagogical Expertise (pp. 413–430).
Rochintaniawati, D., Widodo, A., Riandi, R. & Herlina, L. (2018). Pedagogical Content Knowledge Depelopment of Science Prospective Teachers in Professional Practice Program. Unnes Science Education Journal, 7(2), 119–128.
Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N. & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365–1387.
Shulman, L. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23.
Snoek, M., Knezic, D., Van Den Berg, E., Emmelot, Y., Heyma, A. & Sligte, Sligte, H. (2018). Impact of in-service Master of Education programmes on teachers and their working environment. European Journal of Teacher Education, 41(5), 620–637.
Ufnar, J.A., & Shepherd, V. L. (2018). The Scientist in the Classroom Partnership program: an innovative teacher professional development model. Professional Development in Education, 45(4), 642–658.
Yulisman, H., Widodo, A., Riandi, R. & Nurina, C. I. E. (2019). Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK. Jurnal Pendidikan Biologi Indonesia, 5(2), 185–196.
How to Cite
1.
The The Birth, Growth and Development of Pedagogical Content Knowledge (PCK): The Birth, Growth and Development of Pedagogical Content Knowledge (PCK). Journal of Research and Opinion [Internet]. 2022 Sep. 19 [cited 2024 May 20];9(9):3161-7. Available from: https://researchopinion.in/index.php/jro/article/view/142
