PK & PCK Discussion Session Facilitated by Dr Zahari Hamidon

Pedagogical Knowledge “art”of teaching = processes (design, craft) “art”of teaching = processes (design, craft) “science” of teaching = practices (deliver, strategize) “science” of teaching = practices (deliver, strategize) Generic form of overall educational purposes, values and aims  (applies)  students learning, classroom management, lesson plan development & implementation and student evaluation Generic form of overall educational purposes, values and aims  (applies)  students learning, classroom management, lesson plan development & implementation and student evaluation A teacher with deep PK  (understand)  how students construct knowledge and acquire skill, develop habits of mind and positive dispositions towards learning. A teacher with deep PK  (understand)  how students construct knowledge and acquire skill, develop habits of mind and positive dispositions towards learning. PK = understanding of cognitive, social and developmental theories of learning and how they apply to students in the classroom. PK = understanding of cognitive, social and developmental theories of learning and how they apply to students in the classroom.

Pedagical Content Knowledge PCK = core business of teaching, learning, curriculum, assessment and reporting. PCK = core business of teaching, learning, curriculum, assessment and reporting. Importance of forging (construct) links and connection between different ideas, students’ prior knowledge, alternative teaching strategies and flexibility in exploring altenative ways of looking at the same idea or problems. Importance of forging (construct) links and connection between different ideas, students’ prior knowledge, alternative teaching strategies and flexibility in exploring altenative ways of looking at the same idea or problems. Schulman (1986) = transformation of subject matter into teaching Schulman (1986) = transformation of subject matter into teaching TRANSFORMATION occurs as the teacher interprets the subject matter, find multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students prior knowledge. TRANSFORMATION occurs as the teacher interprets the subject matter, find multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students prior knowledge.