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Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge

Deng, Z; (2018) Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education , 72 pp. 155-164. 10.1016/j.tate.2017.11.021. Green open access

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Abstract

This article contributes to a reconceptualization of pedagogical content knowledge through exploring what is entailed in teachers' understanding of content within the framework of the institutional curriculum, with a central concern for the development of human powers (capacities or abilities, ways of thinking, understanding worlds). The contribution is made by way of a curriculum making framework and through examining the capabilities approach and Bildung-centered Didaktik. The central thesis is that a teacher necessarily interprets the content contained in the institutional curriculum, identifying its elementary elements and ascertaining its educational potential. The interpretation calls for curriculum thinking informed by a theory of content.

Type: Article
Title: Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.tate.2017.11.021
Publisher version: https://doi.org/10.1016/j.tate.2017.11.021
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Pedagogical content knowledge, Content or subject matter, Curriculum thinking, Didaktik, Bildung
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10089824
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