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Pedagogical Content Knowledge in Teacher Education

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International Handbook of Teacher Education

Abstract

Over the past 25 years, PCK has become widely accepted as a useful construct in understanding the unique nature and development of teachers’ knowledge, and PCK research in the field of teacher education has rapidly accumulated. Yet while there is consensus in the literature about the importance of the construct in bringing together specific types of knowledge that teachers require to support effective student learning of particular subject matter, questions still remain about how PCK can be understood, developed and organised in the context of initial teacher education. The development of PCK has been the subject of studies in different programme formats of teacher education, at different levels (primary, secondary), in different subjects, and in various countries. From these studies, it is apparent that whatever the organizational format of the programme, the development of PCK should be related to pre-service teachers’ subject matter knowledge on the one hand, and their teaching experiences, notably during practicum, on the other. Equally, developing PCK requires pre-service teachers’ ability and willingness to view subject matter from a learners’ perspective. Depending on the level of subject matter knowledge of pre-service teachers at the start of their programme, the development of PCK may benefit from a design which integrates institute based activities with authentic classroom teaching of subject matter.

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Authors and Affiliations

  1. School of Education, Royal Melbourne Institute of Technology University (RMIT), Melbourne, Australia

    Amanda Berry

  2. Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium

    Fien Depaepe

  3. Graduate School of Teaching, ICLON-Leiden University, Leiden, The Netherlands

    Jan van Driel

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  1. Amanda Berry
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  2. Fien Depaepe
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Correspondence to Amanda Berry .

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  1. Faculty of Education, Monash University, Clayton, Victoria, Australia

    John Loughran

  2. School of Education, University of Kansas, Lawrence, Kansas, USA

    Mary Lynn Hamilton

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Berry, A., Depaepe, F., van Driel, J. (2016). Pedagogical Content Knowledge in Teacher Education. In: Loughran, J., Hamilton, M. (eds) International Handbook of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0366-0_9

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