Pedagogical Content Knowledge

What is Pedagogical Content Knowledge in Teaching?

Pedagogical Content Knowledge (PCK) is a teacher's ability to blend deep subject knowledge with effective teaching methods to help students understand complex ideas. Developed by Lee Shulman in the 1980s, PCK focuses on knowing both what to teach and how to teach it in ways that make sense to specific learners. It enables teachers to anticipate student misconceptions, choose appropriate explanations, and adapt their teaching to the specific demands of the content.

Pedagogical Content Knowledge (PCK) is a concept that describes a teacher’s ability to blend subject knowledge with 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.

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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 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 , 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.

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.

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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 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  :

• (1962), language that is used to introduce the subject matter, ensuring complex concepts and ideas are broken down, with word routes explained and discussed​
• (1956), levelness  of content presented to support engagement  and student understanding  ​
• (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.  ​
• - 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.



What are the Main Models of Pedagogical Content Knowledge?

The main PCK models include Shulman's original framework, which identifies seven knowledge bases for teaching, and later expansions like the TPACK model that incorporates technology. These models typically include components such as knowledge of student misconceptions, instructional strategies, curriculum, and assessment methods specific to the subject. Each model emphasizes the intersection between content expertise and pedagogical skills rather than treating them as separate domains.

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. 

How Does Bronfenbrenner's Theory Support PCK Development?

Bronfenbrenner's ecological systems theory supports PCK by showing how teachers' knowledge develops through interactions across multiple environmental levels, from classroom microsystems to broader educational policies. The theory explains how teachers' PCK is influenced by their immediate teaching context, school culture, and wider educational systems. This framework helps understand why PCK development requires both individual reflection and systemic support.

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.  

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How Do CoRes Help Teachers Develop Pedagogical Content Knowledge?

Content Representations (CoRes) are tools that help teachers document and develop their PCK by mapping out the big ideas in a topic and the teaching considerations for each. They guide teachers through questions about why content matters, what makes it difficult for students, and which teaching strategies work best. CoRes serve as both planning tools and professional development resources that capture expert teachers' knowledge for sharing with colleagues.

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 pupil progress 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

                                                                                                                                                                                                                           

Question	Big idea 1	Big idea 2	Big idea 3
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?



How Does PCK Bridge Subject Knowledge and Teaching Practice?

PCK bridges the gap by transforming deep subject knowledge into teachable forms that students can understand and engage with. It enables teachers to select appropriate examples, analogies, and representations that make abstract concepts concrete and accessible. This bridging function is what distinguishes expert teachers who can explain complex ideas simply from subject experts who may struggle to teach effectively.

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 learner development 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.

 

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How Can Teachers Develop Their Pedagogical Content Knowledge?

Teachers can develop PCK through deliberate practice including analyzing student misconceptions, collaborating with experienced colleagues, and reflecting on lesson effectiveness. Key strategies include keeping a teaching journal, observing expert teachers, participating in subject-specific professional development, and regularly reviewing educational research. Systematic reflection on what works and why helps teachers build deeper PCK over time.

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.



What are the Core Components of Pedagogical Content Knowledge?

The core components of PCK include knowledge of student misconceptions and difficulties, understanding of effective teaching strategies for specific content, and awareness of curriculum sequencing and connections. Teachers with strong PCK know multiple ways to represent concepts, can anticipate where students will struggle, and select appropriate assessments. These components work together to help teachers transform subject matter into accessible learning experiences.

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.



What are Essential Resources for Learning About PCK?

Essential PCK resources include Shulman's foundational articles from 1986-1987, subject-specific PCK handbooks, and recent research in journals like Teaching and Teacher Education. Key books include 'Examining Pedagogical Content Knowledge' by Gess-Newsome and 'Re-examining Pedagogical Content Knowledge in Science Education' by Berry et al. Online resources from teacher education programs and subject associations provide practical examples and assessment tools.

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 educational growth 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.

Frequently Asked Questions

What is Pedagogical Content Knowledge (PCK) and how does it differ from general teaching skills?

PCK is a teacher's ability to blend deep subject knowledge with effective teaching methods to help students understand complex ideas. Unlike general teaching skills or subject expertise alone, PCK focuses specifically on anticipating student misconceptions, choosing appropriate explanations, and adapting teaching to the specific demands of the content.

How can novice teachers develop their PCK when they're still learning both pedagogy and subject matter?

Novice teachers can develop PCK through classroom experience, reflection, and engagement with educational research. They should focus on understanding key concepts like Bloom's taxonomy for content levelling, Bruner's spiral curriculum approach, and cognitive load theory to avoid overwhelming students with too many complex terms at once.

What are the main benefits of using PCK-informed teaching in the classroom?

PCK-informed teaching enhances learner engagement and improves long-term outcomes by making content meaningful, accessible, and memorable. It allows educators to make more informed decisions during lesson planning, classroom delivery, and assessment by connecting pedagogy with purpose.

What practical strategies can experienced teachers use to apply PCK during lessons?

Experienced teachers can integrate techniques like concept mapping, analogies, and scaffolding to clarify difficult ideas. They should also consider Bruner's spiral curriculum approach where content is revisited and revised for comprehension, and use Sweller's cognitive load theory to group subject matter content appropriately.

How does Bronfenbrenner's ecological systems theory support PCK development?

Bronfenbrenner's theory supports PCK by showing how teachers' knowledge develops through interactions across multiple environmental levels, from classroom microsystems to broader educational policies. This framework helps teachers understand the social, cultural, and economic factors that contribute to student learning, enabling them to plan more effective learning situations.

What are the key components that make up effective Pedagogical Content Knowledge?

Effective PCK comprises four major components: subject matter knowledge, pedagogical knowledge, understanding of students' abilities and learning strategies, and awareness of the social, political, cultural and physical environments in which students learn. The integration of these elements enables teachers to know both what to teach and how to teach it effectively.

How has PCK evolved since Lee Shulman's original framework in the 1980s?

Since Shulman's original seven knowledge bases for teaching, PCK has evolved to include models like TPACK that incorporates technology integration. Later revisions, such as Cochran, DeRuiter, and King's model, adapted PCK to be more consistent with constructivist perspectives on teaching and learning.