The Evolution of Pedagogical Content Knowledge from the Beginning until Now: The History of an Idea

Document Type : Original Research

Authors

1 A graduate of the Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Khwarazmi University, Tehran, Iran and an expert in charge of the planning office of Farhangian University, Tehran, Iran.

2 Assistant Professor, Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran

3 Associate Professor, Department of Curriculum Studies, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.

4 Curriculum Planning Professor, Educational Sciences, Hormozgan University, Bandar Abbas

5 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.

Abstract

Background and Objectives: Identifying the dimensions of the unknown realm of Pedagogical Content Knowledge and the evolution of its various conceptualizations from the beginning until now. At the beginning of 1979, it was thought that teachers would acquire the power of effective teaching by learning some rules; But this belief was doubted by Lee Shulman with the help of Dewey and based on the difference between the logical understanding of scientists and the psychological understanding of teachers. The idea of Pedagogical Content Knowledge by Shulman in the eighties of the 20th century opened a window to the unknown realm of the professional knowledge of educators. Methods: In this article, we have used the historical approach to understand the evolution of Pedagogical Content Knowledge and its evolutions and transformations since the beginning of this idea. Ghal, Borg and Ghal (2018) consider historical research as the process of systematic search of data to answer questions related to past events with the aim of better understanding the researched problem. Findings: As the time passes and as a result of the conducted research, this knowledge has been recognized and investigated at the levels of "collective Pedagogical Content Knowledge", "personal Pedagogical Content Knowledge" and "enacted Pedagogical Content Knowledge". According to contemporary experts, this knowledge has two natures, general and unique. The realm of Pedagogical Content Knowledge helps the teacher to transform the subject knowledge content into something that is understandable for the students. Conclusion: The process of developing the Pedagogical Content Knowledge goes beyond the realm of content knowledge and requires thinking and reflecting on the formation of macro and micro cycles at the two levels of personal Pedagogical Content Knowledge and enacted Pedagogical Content Knowledge.

Keywords

References

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Theory and Practice in Teachers Education
Volume 10, Issue 17
April 2024
Pages 33-18

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