TITLE:
Elaborating Teachers’ Pedagogical Content Knowledge from Static and Dynamic Perspectives
AUTHORS:
Lan Wang, Fengmei Zhan
KEYWORDS:
Dynamic Perspective, Pedagogical Content Knowledge, Static Perspective, Teacher Knowledge
JOURNAL NAME:
Creative Education,
Vol.14 No.11,
November
28,
2023
ABSTRACT: Teacher knowledge constitutes a crucial element of teacher cognition and
serves as a fundamental criterion for evaluating the efficacy of teaching
quality. As a key component of the teacher knowledge base, pedagogical content
knowledge (PCK) serves as a crucial determinant of teachers’ practical
expertise and professional identity. PCK is a combination of subject knowledge
and pedagogical knowledge that
significantly influences teachers’ instructional practices in the classroom.
Its impact extends beyond students’ learning process and the quality of
teachers’ instruction; it also plays a vital role in fostering the professional
growth of teachers. In order to improve the language proficiency of second
language learners, it is imperative for language teachers to possess a solid
understanding of PCK. This literature review provides a critical examination of
the concept of PCK from both static and dynamic perspectives. It also
elaborates on the components of PCK based on previous research and discusses
its inherent nature. This review aims to
deepen the understanding of PCK among teachers and teacher educators. In
addition, this initiative helps frontline educators effectively implement PCK in their
instructional practices, thereby enhancing the overall quality of teaching.