Pedagogical Content Knowledge

What is Pedagogical content knowledge? 

Pedagogical Content Knowledge (PCK) is a concept that describes a teacher’s ability to blend subject knowledge with effective teaching strategies to help students understand complex ideas. Originally introduced by educational researcher Lee Shulman in the 1980s—particularly in the context of science education—PCK has since become a key framework across all subjects and phases of teaching.

Unlike general teaching skills or expertise in a subject alone, PCK focuses on how well a teacher can anticipate student misconceptions, choose appropriate representations or explanations, and adapt teaching methods to the specific demands of the content. In essence, it’s about knowing what to teach and how to teach it in a way that makes sense to learners.

Experienced teachers naturally draw on PCK during lessons—integrating techniques like Think-Pair-Share, concept mapping, and analogies to clarify difficult ideas. These strategies don’t just deliver content; they make it meaningful, accessible, and memorable. In contrast, novice or pre-service teachers often find this more challenging, as they are still developing both their pedagogical approaches and deep understanding of subject matter.

Understanding and applying PCK allows educators to make more informed decisions during lesson planning, classroom delivery, and assessment. It also enhances learner engagement and improves long-term outcomes by connecting pedagogy with purpose.

Key Takeaways about Pedagogical Content Knowledge:

• It combines pedagogy and subject knowledge to improve student understanding.
• It helps teachers anticipate difficulties and use strategies to make content accessible.
• It develops over time through classroom experience, reflective practice, and engagement with educational research.

In this article, we’ll unpack the core components of PCK, examine practical tools to support it, and explore how teachers at every stage of their career can develop this vital area of professional expertise.

‍

‍

‍

What are some of the key ideas in PCK?

Therefore, it is useful to support novice teachers in understanding how to support their student's learning and success best. Vital therefore is a consideration of the following key ideas to support effective teaching; these can be used in isolation or together  :

• Vygotsky (1962) - language that is used to introduce the subject matter, ensuring complex concepts and ideas are broken down, with word routes explained and discussed​
• Bloom (1956) - levelness  of content presented to support engagement  and student understanding  ​
• Piaget (1971) - stages of the content presented, asking such questions as what needs to be understood first to understand more complex ideas. I am taking a stepped approach to the planning process using documents such as Lightbody's (2020) diamond nine-session planning ideas.  ​
• Bruner (1960)- a spiral of content whereby content is revisited and revised for comprehension and mastery to be achieved by students at individual ability levels. This is an approach often adopted by science teachers to support student understanding.  ​
• Sweller (1988)-  is there cognitive overload due to too many complex terms and ideas? If so, how can this be presented more cognitively, such as by grouping some subject matter content to support better conceptual understanding? 
• Angeli (2005), Misha and Kohler (2006) - an effective technology integration is used to support student cognition? This comprehensive view of PCK is offered as a framework for revitalizing the study of teacher knowledge and collecting and organizing data on teacher cognition about technology integration.

‍

‍

Theory and models ​

According to Shulman (1986), Pedagogical content knowledge (PCK) is a type of knowledge that is unique to teachers and is based on how teachers relate their pedagogical knowledge (what they know about teaching) to their subject matter knowledge (what they know about what they teach). The integration or synthesis of teachers' pedagogical knowledge and their subject matter knowledge comprises pedagogical content knowledge. 

Cochran, DeRuiter, & King (1993) revised Shulman's original model to be more consistent with a constructivist perspective on teaching and learning. They described a model of pedagogical content knowledge(PCK) that results from an integration of four major components,

•  subject matter knowledge
•  and pedagogical knowledge. 
• Teachers' understanding of students' abilities and learning strategies, ages and developmental levels, attitudes, motivations, and prior knowledge of the concepts to be taught. 
• The other component of teacher knowledge that contributes to pedagogical content knowledge is teachers' understanding of the social, political, cultural and physical environments in which students are asked to learn.

The diagram below outlines the main elements that pedological content knowledge encompasses.

‍

‍

The expert teacher can fully support students' development by understanding how to help students with the tricky content within the curriculum. This ability to know how to teach content is the essence of the expert teacher. 

‍

‍

Bronfenbrenner's ecological systems theory supports Pedological content knowledge

Using Urie Bronfenbrenner's (1979) ecological system theory enables the teacher, expert or novice, to understand the social, cultural and economic factors that may contribute to student learning. It is one of the most accepted explanations regarding the influence of social environments on human development.

This theory argues that the environment you grow up in affects every facet of your life. Five environmental systems interact with each other and influence child development and learning. As teachers, if we have an understanding of these factors, we can plan and implement learning situations that will support success. These five systems are :  

• Microsystem - This is the natural environment we have in our lives, such as family, friends, classmates, teachers, and neighbours. The theory states that we are not mere recipients of the experiences we have through direct social interactions) with these people in the microsystem environment. Still, we are contributing to the construction of such territory. (social agents)
• Mesosystem - This involves the relationships between the microsystems in one's life. This means that your family experience may be related to your school experience. For example, if a child is neglected by his parents, he may have a low chance of developing a positive attitude towards his teachers. Also, this child may feel awkward in the presence of peers and may resort to withdrawal from a group of classmates.
• Exosystem - this is important to consider. A site is about the relationships a child may have with family and friends and may affect their learning. Suppose a child is more attached to his father than his mother. If the father goes abroad to work for several months, there may be a conflict between the mother and the child's social relationship, or on the other hand, this event may result in a tighter bond between the mother and the child.
• Macrosystem - this is the actual culture of an individual. The cultural contexts involve the socioeconomic status of the person and his family, his ethnicity or race and living in a still developing or a third-world country. For example, being born into a low-income family makes a person work harder daily.
• Chronosystem.- this is the transitions and shifts in one's lifespan. This may also involve the socio-historical contexts that may influence a person. One classic example is how divorce, as a significant life transition, may affect the couple's relationship and their children's behaviour. According to most research, children are negatively impacted in the first year after the divorce.

‍

Understanding what teaching strategies work for groups or individuals will improve student success rates, develop student success and foster student learning. A teacher can plan more effectively by considering these influences on student learning. This teaching perspective is very humanistic and enabled by Maslow's (1943) hierarchy of needs, whereby the basic needs must first be met before learning can occur.  

‍

CoRes Content representation 

One helpful tool to use when thinking about PCK is content representation models. This model was first used by Loughran Berry and Mulhall (2006) to support science teachers and engineers to make content more meaningful for their students.

Their research with pre-service chemistry teachers concluded that as novices, they have insufficient PCK to support student learning effectively. It uses several vital questions to plan content and can be used by both novice and expert teachers.

It essentially breaks down difficult questions by reflecting on critical questions before a teaching experience. In a further paper, Loughran (2013) explains the complex relationship between pedagogy and learning by saying that  In much of the literature, pedagogy is portrayed as a synonym for teaching, which is both narrow and superficial.

However, it should be viewed as embedded in the relationship between education and learning. Therefore, how the teaching–learning relationship is understood, recognized and developed in the educational setting is essential. Thus, our understanding of pedagogy is substantially enhanced through a deep and rich experience of pedagogical content knowledge and the pedagogy of teacher education. 

A simplified version of content representation which teachers can use to enhance planning and practice can be seen below. 

‍

Content Representation Matrix

‍

‍

‍

‍

Pedagogical Content Knowledge: Bridging the Gap between Subject Expertise and Classroom Practice

Pedagogical Content Knowledge (PCK) stands at the intersection of subject matter expertise and effective pedagogical strategies, forming a conceptual framework crucial for teacher professional growth. According to a report in the Journal of Technology and Teacher Education, 70% of successful teaching practices rely on a robust foundation of PCK.

1. Knowledge of Students: Understanding the unique needs, interests, and learning styles of students is the first step in implementing PCK. Primary school teachers, for instance, may employ classroom observations to gather insights into student learning behaviors, which can then inform instructional approaches.
2. Embrace Continuous Professional Development: Regular professional development programs aimed at enhancing PCK can be instrumental. Workshops, seminars, or in-service training that focus on marrying content knowledge with effective pedagogical strategies can foster a culture of learning among staff.
3. Revise Teacher Preparation Programs: Teacher education programs should aim to instill a strong foundation of PCK. A study in the Journal of Science Teacher Education highlighted the positive impact of PCK-focused teacher preparation programs on teaching efficacy.
4. Cultivate Pedagogical Skills: Beyond subject mastery, teachers must be equipped with a diverse toolkit of instructional strategies. This could involve learning how to simplify complex key concepts in science or math, or understanding how to foster critical thinking and problem-solving skills.
5. Promote a Collaborative Environment: The sharing of knowledge for teaching among colleagues can prove invaluable. This could take the form of shared lesson planning sessions or peer observations, fostering a collaborative culture.

Dr. Judith Grossman, a leading educator, points out, "Pedagogical content knowledge is not an 'add-on'— it is the heart of good teaching. It's about knowing how to make a subject understandable to learners while anticipating misconceptions." Therefore, a strategic, committed focus on enhancing PCK can significantly improve teaching effectiveness and student outcomes.

‍

‍

7 Ways to Develop Effective Pedagogical Content Knowledge

1. Cultivate Epistemic Habits: Teachers, especially generalists, can develop pedagogical content knowledge by cultivating epistemic habits. This involves a deep dive into the subject matter, questioning assumptions, and engaging in reflective practice. Hultén & Björkholm, 2016 suggest that these habits can even help those with little experience in teaching a subject.
2. Multi-Dimensional Improvement: Teachers need to focus on multiple areas including learners, instructional strategies, curriculum, and assessment. This comprehensive approach ensures a robust knowledge base. Zhang et al., 2015 emphasize the need for improvement in these areas.
3. Content-Specific Workshops: Engage in workshops that are tailored to your subject matter. Whether it's mathematical knowledge or any other subject, these workshops can significantly improve your enacted pedagogical content knowledge.
4. Technological Content Knowledge: Integrate technology effectively into your teaching. This is a crucial part of the framework for teacher knowledge in the modern classroom.
5. Specialized Knowledge: Develop specialized knowledge unique to your teaching style and subject matter. This form of knowledge can be a game-changer in how you approach teaching.
6. Reflective Adaptation: Continuously reflect on your teaching methods and be willing to adapt. This is essential for professional growth and effective teaching.
7. Collaborative Learning: Engage in professional learning communities with your peers. Share your insights and learn from theirs to enrich your pedagogical content knowledge.

According to educational expert Uri Treisman, "The best teacher is the best learner." This sentiment is backed by data showing a 25% increase in student performance when teachers possess high levels of pedagogical content knowledge.

Example: Mr. Johnson, a math teacher, attends a specialized workshop on teaching algebra. He learns new methods to explain complex equations and incorporates technology to provide interactive lessons. His students' performance improves by 20% in the subsequent term.

• Cultivate Epistemic Habits: Engage deeply with the subject matter and question assumptions.
• Multi-Dimensional Improvement: Focus on learners, instructional strategies, curriculum, and assessment.
• Collaborative Learning: Share insights and learn from peers to enrich your pedagogical content knowledge.

‍

‍

Key Ideas of Pedagogical Content Knowledge

This article has examined the relationship between pedological content knowledge and our practice. By reflecting on our practice and the elements that support our pedagogy, we can develop our teaching knowledge and be more effective. By understanding pedological content knowledge, the success of our students will be significantly enhanced.

With pedagogical content knowledge, teachers can apply educational theories, best practices, and techniques to teach their subjects effectively.

By having a deep understanding of the subject matter and how to use it, teachers can develop strategies to convey the knowledge engagingly. With this knowledge for teaching, teachers can better create lessons that engage and challenge students while also helping them understand the material and build successful learning experiences.

In addition to pedagogical content knowledge, teachers should also have a strong understanding of the professional knowledge required for being practical and engaging teachers.

This includes research on practice in teaching, psychological aspects of learning, instructional design models and strategies, and classroom management skills. This deep understanding and professionalism will help ensure that teachers can effectively teach their subjects to create successful learning experiences.

‍

‍

‍

Further Reading on Pedagogical Content Knowledge

Here are five studies focusing on pedagogical content knowledge (PCK) and its implications for learning outcomes, each providing insights into how teachers' knowledge influences educational practices and student achievements:

1. Content Knowledge for Teaching by Deborah Loewenberg Ball, M. Thames, & Geoffrey Phelps (2008). This study builds on Shulman's concept of PCK to develop a practice-based theory of content knowledge for teaching, particularly in mathematics. It identifies subdomains within PCK and introduces specialized content knowledge unique to teaching, suggesting that a deep understanding of subject matter combined with insights into how students learn can significantly enhance instructional quality.

2. Exploring Pedagogical Content Knowledge in Science Teacher Education by J. Loughran, P. Mulhall, & A. Berry (2008). This case study examines how introducing pre-service teachers to PCK concepts through CoRes and PaP-eRs influences their development as science teachers. It demonstrates that explicit teaching about PCK can shape student-teachers’ thinking about their instructional strategies and their growth as educators.

3. Professional Competence of Teachers: Effects on Instructional Quality and Student Development" by Mareike Kunter et al. (2013). This research investigates how teachers' PCK, professional beliefs, motivation, and self-regulation affect instructional quality and student outcomes in German secondary schools. It found positive effects of teachers’ PCK on instructional quality, which in turn improved student achievements and motivation.

3. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress by J. Baumert et al. (2010). This study links teachers’ content knowledge and PCK to high-quality instruction and student progress in mathematics. It highlights the significant impact of PCK on students’ learning gains, mediated by cognitive activation and individual learning support in the classroom.

4. Declarative and dynamic pedagogical content knowledge as elicited through two video‐based interview methods by Alicia C. Alonzo & Jiwon Kim (2016). This paper argues for the measurement of dynamic aspects of PCK and proposes two video-based interview methods to elicit teachers’ PCK. It found differences in teachers’ declarative and dynamic PCK, suggesting that dynamic PCK may underlie teachers’ instructional decision-making in real-time classroom contexts.

These studies collectively highlight the critical role of PCK in enhancing instructional quality and student learning outcomes. They suggest that teacher education programs should focus on developing both the content knowledge and the pedagogical skills necessary for effective teaching, emphasizing the dynamic application of PCK in classroom settings.

‍

‍