What is Pedagogical content knowledge? 

This is the teachers' ability to synthesize pedagogical knowledge within subject matter knowledge. It was initially a science education-based idea to support science teachers in teaching the tricky parts of the syllabus.

It has now become a valuable tool in our planning as it enables teachers to think about what they want to teach and how they want to teach it. As expert teachers and teaching professionals, we naturally ln our teaching sessions enable students to be supported to understand subject matter through various pedagogical techniques and tools such as think pair share and mind mapping, therefore, displaying effective teaching and promoting student success.

However, novice or pre-service teachers often cannot organize the teaching content as they are developing their pedological practices and building up their pedological toolkit from studying empirical studies or research. 

In this article, we will explore the key ideas underpinning PCK, look at tools to support our understanding and enrich our knowledge on the subject.  

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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.

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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.

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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. 

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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.

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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. 

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Content Representation Questions

- What do you intend the students to learn from this idea?

- Why is it essential for students to know this?

- What do you not want the students to know about this subject yet?

- What are the difficulties/ limitations connected with teaching this idea? 

- From your assessment of your students, how will you present this idea? 

- What other factors will impact your teaching of this idea?

- What strategies will you use to teach your students this idea?

- What will you do to help students with any confusion they may have with the fundamental ideas?

- How will you use technology in teaching this?

- Are there any organizational factors which will impact how you teach this?

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Conclusions 

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.

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