Pedagogical Content Knowledge (PCK)

Diese SVG-Grafik fensterfüllend anzeigen

Pedagogical Content Knowledge, PCK

= Fachdidaktisches Wissen.

Von Beat Döbeli Honegger, erfasst im Biblionetz am 10.08.2011

Die Schnittmenge dieser beiden Bereiche, die pädagogische Inhaltskompetenz, stellt die fachdidaktische Kompetenz dar.

Von Beat Döbeli Honegger im Journal Beiträge zur Lehrerinnen- und Lehrerbildung 3/2021 im Text Covid-19 und die digitale Transformation in der Schweizer Lehrerinnen- und Lehrerbildung (2021)

Pedagogical Content Knowledge (PCK): Dieser Begriff wurde von Shulman ( 1986) geprägt und kann mit „fachdidaktisches Wissen“ übersetzt werden. Diese Komponente professionellen Wissens von Lehrkräften bezieht sich darauf, wie fachliche Inhalte anderen Personen verständlich gemacht werden können.

Von Gilbert Greefrath, Reinhard Oldenburg, Hans-Stefan Siller, Volker Ulm, Hans-Georg Weigand im Buch Digitalisierung im Mathematikunterricht (2024) im Text Digitale Medien

Dieses Konzept wurde von Shulman (1986) geprägt und repräsentiert die Verbindung von Pädagogik und Fachwissen. Es bezieht sich auf das Verständnis, wie Fachinhalte für die eigene Lerngruppe lernwirksam aufbereitet werden können, zum Beispiel durch geeignete Lehr- Lernstrategien und die Anpassung von schulischen Lehr-Lernprozessen unter Berücksichtigung fachlicher Spezifika.

Von Danny Dignaß in der Dissertation Gestaltungsprinzipien für den Erwerb von TPACK in der Lehrkräftebildung (2024) im Text Digitalisierungsbezogene Kompetenzen in der Wirksamkeitsforschung zur Lehrkräftebildung

Pedagogical content knowledge is the intersection and interaction of pedagogy and content knowledge. PCK is consistent with and similar to Shulman’s (1986) conceptualization of teaching knowledge applicable to a specific content area. It covers essential knowledge of teaching and learning content-based curricula, as well as assessment and reporting of that learning. An awareness of students’ prior knowledge, alternative teaching strategies in a particular discipline, common content-related misconceptions, how to forge links and connections among different content-based ideas, and the flexibility that comes from exploring alternative ways of looking at the same idea or problem, and more, are all expressions of pedagogical content knowledge and are essential to effective teaching.

Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types (2009)

Pedagogical content knowledge (PCK) is the intersection and interaction of pedagogy and content knowledge. PCK is consistent with, and similar to Shulman’s (1986) conceptualization of teaching knowledge applicable to a specific content area. It covers knowledge of the core business of teaching, learning, curriculum, assessment and reporting, expressed, for example, in the conditions that promote learning and the links among curriculum, assessment and pedagogy. An awareness of students’ prior knowledge, alternative teaching strategies, common content-related misconceptions, how to forge links and connections among different content-based ideas, and the flexibility that comes from exploring alternative ways of looking at the same idea or problem, and more, are all expressions of pedagogical content knowledge, and are essential to effective teaching.

Von Judith Harris, Punya Mishra, Matthew J. Koehler im Text Teachers’ Technological Pedagogical Content Knowledge (2007) auf Seite 7

Within the category of pedagogical content knowledge I include, for the most regularly taught topics in one's subject area, the most useful forms of representation of those ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations- in a word, the ways of representing and formulating the subject that make it comprehensible to others. Since there are no single most powerful forms of representation, the teacher must have at hand a veritablea rmamentariumo f alternative forms of representation, some of which derive from research whereas others originate in the wisdom of practice. Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons. If those preconceptions are misconceptions, which they so often are, teachers need knowledge of the strategies most likely to be fruitful in reorganizing the understanding of learners, because those learners are unlikely to appear before them as blank slates.

Von L. Shulman im Text Those who understand (1986) auf Seite 9

The idea of pedagogical content knowledge is consistent with, and similar to, Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of specific content. This knowledge includes knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching. This knowledge is different from the knowledge of a disciplinary expert and also from the general pedagogical knowledge shared by teachers across disciplines. PCK is concerned with the representation and formulation of concepts, pedagogical techniques, knowledge of what makes concepts difficult or easy to learn, knowledge of students’ prior knowledge, and theories of epistemology. It also involves knowledge of teaching strategies that incorporate appropriate conceptual representations in order to address learner difficulties and misconceptions and foster meaningful understanding. It also includes knowledge of what the students bring to the learning situation, knowledge that might be either facilitative or dysfunctional for the particular learning task at hand. This knowledge of students includes their strategies, prior conceptions (both ‘‘naı¨ve’’ and instructionally produced), misconceptions that they are likely to have about a particular domain, and potential misapplications of prior knowledge.

Von Punya Mishra, Matthew J. Koehler im Text Technological Pedagogical Content Knowledge (2006) auf Seite 1027

Metaphorisch gesprochen: Hatte Shulman geglaubt, mit PCK einen neuen Planeten entdeckt zu haben, nicht wissend, dass es diesen in Form der deutschen Fachdidaktiken längst gab, tun Döbeli Honegger und die KMK so, als wenn es diesen Planeten gar nicht gäbe, indem sie ihn einfach in ihren Beschreibungen ignorieren. Der KMK ist vor diesem Hintergrund dringend zu raten, die Schlusspassage in ihren ergänzenden Empfehlungen zum ‚Lehren und Lernen in der digitalen Welt‘ zu korrigieren.

Von Volker Frederking im Buch Fachliche Bildung in der digitalen Welt (2022) im Text Von TPACK und DPACK zu SEPACK.digital.

Verwandte Begriffe
(co-word occurance)

Content Knowledge Content Knowledge(0.66), Pedagogical Knowledge Pedagogical Knowledge(0.63), Technological pedagogical content knowledge (TPCK)Technological pedagogical content knowledge(0.43), Technological Pedagogical Knowledge (TPK)Technological Pedagogical Knowledge(0.41), Technological Content Knowledge (TCK)Technological Content Knowledge(0.4), Technology Knowledge Technology Knowledge(0.37),

TPCK-Modell

TPACK framework(0.26)

Tae Seob
Shin

Christine
Redecker

Joint Research Centre
(JRC)

Sarah
Gretter

K
Yahya

Royce
Kimmons

Jenny
Meßinger-Koppelt

Kristen
Kereluik

Charles R.
Graham

Mario
Kelly

Joel
Colbert

Kim
Boyd

Kevin
Clark

Sharon
Guan

Ann
Thompson

Sebastian
Kuntze

Dominik
Petko

Volker
Frederking

NMG im Zeitalter digitaler Medien
8. NMG-Fachtagung des forums NMG didaktik
PHSZ, Goldau, 28.08.2015
Lehren und Lernen im digitalen Zeitalter

BASPO / EHSM Magglingen, 10.03.2016
Mehr als 0 und 1 - Lehrerausbildung im digitalen Leitmedienwechsel
50. Seminartag des Bundesarbeitskreises der Seminar- und Fachleiter/innen e.V.
Leipzig, 28.09.2016
Survival Guide für Fachdidaktik MINT in der Primarschule
Eva Marinus & Beat Döbeli Honegger
ETH MINTerlink-Seminar, 18.02.2022