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Problematizing pedagogical content knowledge
Scheiner, Thorsten
Scheiner, Thorsten
Author
Abstract
This paper problematizes the concept of pedagogical content knowledge by giving an account of its guiding principles, critiquing its underlying assumptions, and providing a sketch of potential resolutions to possible contradictions. The view of subject matter (and the idea of transforming subject matter for teaching) offered by Shulman works well for simplified understandings of learning and teaching (where the teacher deconstructs disciplinary knowledge while the student constructs meaning); however, falls short with somewhat dynamic (where knowledge is considered more as a process than as an object) and complex views on knowing and learning (as it is often non-linear or unpredictable).
Keywords
Date
2019
Type
Conference paper
Journal
Book
Volume
Issue
Page Range
1-6
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
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Open Access Status
License
All rights reserved
File Access
Controlled