Teacher Professional Development Focusing on Pedagogical Content Knowledge

• Published in: Educational researcher Vol. 41; no. 1; pp. 26 - 28
• Main Authors: Van Driel, Jan H., Berry, Amanda
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2012; American Educational Research Association
• Subjects: Art teachers; Behavioral Objectives; College instruction; Educational Methods; Educational Objectives; Educational Practices; Educational research; Educational Strategies; Expert teachers; Instructional development; Knowledge; Knowledge Base for Teaching; Learning; Literature; Pedagogical Content Knowledge; Pedagogy; Policy Analysis; Policy Forum; Primary secondary education; Professional Development; Science education; Senior teachers; Students; Teacher education; Teacher effectiveness; Teachers; Teaching effectiveness; Teaching Methods; Topic and comment; Training Objectives; policy analysis; teacher education/development; teacher knowledge; professional development
• ISSN: 0013-189X; 1935-102X
• DOI: 10.3102/0013189X11431010

Because pedagogical content knowledge (PCK) includes teachers' understanding of how students learn, or fail to learn, specific subject matter, the development of PCK is an important goal to focus on in professional development programs. The research literature clearly indicates the complex nature of PCK as a form of teachers' professional knowledge that is highly topic, person, and situation specific. This implies that professional development programs aimed at the development of teachers' PCK cannot be limited to supplying teachers with input, such as examples of expert teaching of subject matter. Instead, such programs should be closely aligned to teachers' professional practice and, in addition to providing teachers with specific input, should include opportunities to enact certain instructional strategies and to reflect, individually and collectively, on their experiences.