Pedagogical content knowledge

Abstract

Since its introduction in the 1980s, pedagogical content knowledge (PCK) has become both a much-contested as well as an accepted academic construct. The foundation of PCK is thought to be the amalgam of teachers' pedagogy and understanding of content such that it influences their teaching in ways that will best engender students' learning for understanding. This article examines the various conceptualizations of PCK, and how it is thought to develop. Although the construct has not yet positively impacted the valuing of teachers' professional knowledge and practice, attempts have been made to portray PCK in such a way that it will more usefully speak to teachers and teacher educators. © 2010 ..