Problematizing pedagogical content knowledge

Conference paper

Scheiner, Thorsten. (2019). Problematizing pedagogical content knowledge. American Educational Research Association Annual Meeting Program. Toronto, Canada 05 - 09 Apr 2019 American Educational Research Association. pp. 1-6 https://doi.org/10.302/1429187
AuthorsScheiner, Thorsten
TypeConference paper
Abstract

This paper problematizes the concept of pedagogical content knowledge by giving an account of its guiding principles, critiquing its underlying assumptions, and providing a sketch of potential resolutions to possible contradictions. The view of subject matter (and the idea of transforming subject matter for teaching) offered by Shulman works well for simplified understandings of learning and teaching (where the teacher deconstructs disciplinary knowledge while the student constructs meaning); however, falls short with somewhat dynamic (where knowledge is considered more as a process than as an object) and complex views on knowing and learning (as it is often non-linear or unpredictable).

Year2019
PublisherAmerican Educational Research Association
Digital Object Identifier (DOI)https://doi.org/10.302/1429187
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Page range1-6
Web address (URL) of conference proceedingshttps://convention2.allacademic.com/one/aera/aera19/
Output statusPublished
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Online2019
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Deposited01 Dec 2021
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