PCK and knowing

 Pedagogy is known as the art, craft and science of teaching (ref). The process of teaching is said to follow the process of pedagogy as planned (explain), pedagogy as enacted (explain) and pedagogy as experienced (explain)(refs). 

Teacher knowledge and pedagogy however, is not just about sharing subject matter knowledge, but is more nuanced to be able to present and impart knowledge to learners in a classroom context to be able to effectively put pedagogy and teaching into practice. This is known as pedagogical content knowledge.

Shulman (1986) introduced the term pedagogical content knowledge (PCK) to define the three sets of knowledge that teachers need. That is the combination of subject matter knowledge, classroom and learners.

Lewthwaite quote that DA education needs research on PCK. There is little in literature generally, but in key stage 2 there are no identified examples of teaching.

From a constructivist stance, it is argued that teachers knowledge is more than the sum of Shulman’s definition of PCK as subject knowledge, teaching knowledge and knowledge of learners, but is more contextual and situated (Cochran et al, 1993; Lave and Wenger, 1991?).

Cochran et al (1993) offer a fourth dimension of the learning environment, social, political, culture of pedagogy. Renaming PCK as it pedagogical content knowing (OCKa).
Similarly, blah (refs) adds that the culture of pedagogy is crucial to teachers knowledge.

As this study is specifically exploring the primary school context with no benchmarking literature to support or offer insight exploring the situated nature of teachers knowledge and how the subject would fit in that context would be useful. …and adopting a social constructivist paradigm this research will adopt the model of pedagogical content knowing (PCKa).

LS - explore the development of a lesson and appropriate learning materials and activities for digital accessibility awareness education in the KS2 classroom.

Interviews - reflect on the development of pedagogical content knowledge (knowing)

Paper quotes:

The research is positioned and underpinned by the social model of disability and the principles of inclusive design.

*Leave PCK to the methodology chapter- let the literature review shape the PCK methodology and design.

Literature review has explored from different perspectives teachers subject knowledge of DA, the teaching of DA and teachers knowledge of the inclusive design principles within their own teaching practice in the form of UDL. These dimensions of teaching align to the concept of PCK to drive and develop the research design of the study.







Comments

Post a Comment

Popular posts from this blog

Pilot amends

Remove what subject do you teach. Did you learn about how to make digital content inclusive and accessible at school, college or university? What region are you from in the UK? What type of school or setting are you from: Mainstream school Specialist provision Private education  Trainee teacher Research survey invitation I am Helen Wilson, a second year part-time PHD student at the University of Worcester. I am planning a piece of research titled: Working with teachers to plan a school classroom intervention about inclusion in our digital society As part of this research I’m conducting an initial online survey to help me prepare for the study. Who is this survey for? This survey aims to collect a minimum of 50 participant responses from teachers across the UK. Participants in this study: must be teachers from  upper key stage 2 (Years 5 or 6) , the survey will ask this at the beginning before revealing the questions teachers can be from any type of school setting  includ...
Read more

Notes from original proposal

Text taken from original proposal to unpack/expand: The barriers and ‘unlearning’ highlighted during SCULPT were potentially framed by prior complex  beliefs and understandings and ‘unlearning’ or ‘retrofitting’ skills (Youngblood, 2010). As Gu (2010, p.340) explains “a large part of human and professional knowledge can hardly retain its original meaning when it is divorced from the contexts in which it was constructed and produced.” This made me consider that these skills should potentially be taught at the point these original meanings are constructed and that happens at a much younger age. To understand when it would be appropriate to introduce the basics of awareness and skills in school, I considered the age when young people develop digital skills (Department for Education, 2013) as well as an understanding of what it means to be disabled and children’s perceptions for those with disabilities (Boer et al, 2012).  In a literature review Babik & Gardner (2021) found th...
Read more

Teach Access Repository and Facebook research link

Image
 #Educators, do your students know what assistive technology means? From tactile maps to screen readers, #AssistiveTechnology includes a number of devices that enable and foster the inclusion of people with disabilities. The Teach Access Curriculum Repository (TACR) has various resources designed to build out your courses and introduce your students to these types of technologies.  Go to the TACR (https://lnkd.in/gWMxzk2e) and check out the presentation slide deck on assistive technology and the assignment for using a screen reader, under the Psychology section.    #BackToSchool #Accessibility #Inclusion #ScreenReader #AssistiveDevices #Psychology #Disability #Disabilities #A11y https://teachaccess.org/curriculum-repository/ Facebook research post: PhD Thesis Writing Process: A Systematic Approach—How to Write Your Introduction To download complete article, use the link: https://files.eric.ed.gov/fulltext/ED590321.pdf https://files.eric.ed.gov/fulltext/ED590321.pdf?f...
Read more