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Encyclopedia of Teacher Education pp 1–6Cite as

Pedagogical Content Knowledge in Preservice Teacher Education

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Synonyms

Mathematical Knowledge for Teaching (MKT); Pedagogical Content Knowing (PCKg); Subject-matter didactics

Introduction

Pedagogical content knowledge (PCK) refers to a specific form of knowledge for teaching related to the transformation of particular content in the context of enhancing student learning. It is the form of knowledge that distinguishes teachers from other kinds of subject matter experts. Teachers need this kind of knowledge to structure the content of their lessons, to choose or develop specific instructional strategies, and to understand and to anticipate how their students might learn, or fail to learn, particular content. Since the term pedagogical content knowledge was introduced to the education research community in 1986 by Lee Shulman in his presidential address to the American Educational Research Association, the term has become widely accepted as a means of describing the unique nature of teachers’ knowledge. Over the last 30 years, research investigating...

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References

  • Ball, D., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.

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  • Berry, A., Depaepe, F., & Van Driel, J. H. (2016). Pedagogical content knowledge in teacher education. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (pp. 347–386). Dordrecht: Springer.

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  • Hume, A., Cooper, R., & Borowski, A. (Eds.) (2019). Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science. Singapore: Springer.

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  • Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht: Kluwer.

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  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

    Article  Google Scholar 

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Author information

Authors and Affiliations

  1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia

    Jan van Driel

  2. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

Authors
  1. Jan van Driel
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  2. Amanda Berry
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Corresponding author

Correspondence to Jan van Driel .

Editor information

Editors and Affiliations

  1. WMIER, The University of Waikato WMIER, Hamilton, Waikato, New Zealand

    Michael A. Peters

Section Editor information

  1. University of Turku, Turku, Finland

    Jukka Husu

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© 2019 Springer Nature Singapore Pte Ltd.

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van Driel, J., Berry, A. (2019). Pedagogical Content Knowledge in Preservice Teacher Education. In: Peters, M. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_176-1

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  • DOI: https://doi.org/10.1007/978-981-13-1179-6_176-1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1179-6

  • Online ISBN: 978-981-13-1179-6

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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