PCK: The Concept Of Pedagogical Content Knowledge

The concept of PCK were intensely reviewed and assessed by academic researcher, Cochran, King, & DeRuiter, 1993; van Driel, Verloop, & De Vos, 1998. Furthermore, Shulman’s (1986) early concept of teacher knowledge had additional components, such as curriculum knowledge and knowledge of educational contexts. It made the matters worse when Shulman projected several lists in separate publications, that lack, in his own words, ‘‘great cross-article consistency’’ (p. 8). We stress on PCK concept on Shulman’s acceptance of facts that:

Shulman reasoned that having knowledge of subject matter and general pedagogical strategies are essential but are not adequate to support the knowledge of high-quality educators. To illustrate the complicated aspect in which educator’s reason of how specific subject matter should be taught, Shulman articulated: ‘‘pedagogical content knowledge….the ways of representing and formulating the subject that make it comprehensible to others’’ (p. 9). For high-quality educators, they would have to tackle mutually the pedagogical content knowledge at the same time by representing ‘‘the aspects of content most germane to its teachability’’ (p. 9). The key point of PCK is the conduct in which content knowledge is transformed in education. This take place when the educators transform the content knowledge in successful educational approaches.

In 1986, Shulman renovate the concept of teacher knowledge by presenting the concept of pedagogical content knowledge (PCK). Shulman argued that the emphases on teachers' subject knowledge and pedagogy should be look at as mutually exclusive. In Shulman’s view, PCK extends beyond primitive consideration of content knowledge and pedagogical knowledge in separation from one an...

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...2003). It has become very clear, that we need shift our focus, Instead of focusing on the new technological advancements, we should focus on studying how the technology is used (Mishra & Koehler, 2003). The absence of a theoretically grounded basis for developing or understanding the integration of education and technology process may have an effect on this oversight (AAAS, 2001; Issroff & Scanlon, 2002).

The majorities pedagogical technology practices studies are based on case studies of best practices or implementations of new technology in pedagogical practices. Certainly, these studies demonstrate several important facts that led to the development of comprehension of the educational technology field. However, they are simply the first stage in the development of unified theoretical and conceptual frameworks that would apply across diverse cases and examples