An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge

Rui Feng Lyu

doi:doi:10.11648/j.tecs.20210602.11

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An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge

Rui Feng Lyu

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 2)

Received: 2 April 2021 Accepted: 23 April 2021 Published: 8 May 2021

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Abstract

Pedagogical Content Knowledge (PCK) has been given a lot of attention in the academic field in recent years, inparticular in the field of teacher cognition and teacher knowledge. This research aimed to investigate the views on language (regarded as one aspect of PCK) shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. The existing literature guided the current research, which investigated teachers’ views on knowledge to guide language teacher education and development in mainland China. The results of the data analysis in this study revealed that the participant teachers were generally experienced in their use of declarative knowledge, but possibly unskilled in their use of strategic knowledge. To summarize, views on knowledge encompasses teachers’ creative ways of thinking and their personal understanding of the discipline of teaching. It is the teachers’ ability to endow declarative knowledge with personal significance. Views on knowledge include teachers’ personal wisdom that transforms procedural knowledge into strategic knowledge (the ability to solve problems in classroom teaching practice). It entails teachers’ constant updating and development of their personal pedagogical knowledge in the teaching practice of particular subject matter.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 2)
DOI	10.11648/j.tecs.20210602.11
Page(s)	41-50
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

PCK, Teachers’ Views on Knowledge, Teacher Education and Development, Teacher Knowledge

References

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APA Style

Rui Feng Lyu. (2021). An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge. Teacher Education and Curriculum Studies, 6(2), 41-50. https://doi.org/10.11648/j.tecs.20210602.11

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Rui Feng Lyu. An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge. Teach. Educ. Curric. Stud. 2021, 6(2), 41-50. doi: 10.11648/j.tecs.20210602.11

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AMA Style

Rui Feng Lyu. An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge. Teach Educ Curric Stud. 2021;6(2):41-50. doi: 10.11648/j.tecs.20210602.11

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@article{10.11648/j.tecs.20210602.11,
  author = {Rui Feng Lyu},
  title = {An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {2},
  pages = {41-50},
  doi = {10.11648/j.tecs.20210602.11},
  url = {https://doi.org/10.11648/j.tecs.20210602.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210602.11},
  abstract = {Pedagogical Content Knowledge (PCK) has been given a lot of attention in the academic field in recent years, inparticular in the field of teacher cognition and teacher knowledge. This research aimed to investigate the views on language (regarded as one aspect of PCK) shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. The existing literature guided the current research, which investigated teachers’ views on knowledge to guide language teacher education and development in mainland China. The results of the data analysis in this study revealed that the participant teachers were generally experienced in their use of declarative knowledge, but possibly unskilled in their use of strategic knowledge. To summarize, views on knowledge encompasses teachers’ creative ways of thinking and their personal understanding of the discipline of teaching. It is the teachers’ ability to endow declarative knowledge with personal significance. Views on knowledge include teachers’ personal wisdom that transforms procedural knowledge into strategic knowledge (the ability to solve problems in classroom teaching practice). It entails teachers’ constant updating and development of their personal pedagogical knowledge in the teaching practice of particular subject matter.},
 year = {2021}
}

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TY  - JOUR
T1  - An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge
AU  - Rui Feng Lyu
Y1  - 2021/05/08
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210602.11
DO  - 10.11648/j.tecs.20210602.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 41
EP  - 50
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210602.11
AB  - Pedagogical Content Knowledge (PCK) has been given a lot of attention in the academic field in recent years, inparticular in the field of teacher cognition and teacher knowledge. This research aimed to investigate the views on language (regarded as one aspect of PCK) shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. The existing literature guided the current research, which investigated teachers’ views on knowledge to guide language teacher education and development in mainland China. The results of the data analysis in this study revealed that the participant teachers were generally experienced in their use of declarative knowledge, but possibly unskilled in their use of strategic knowledge. To summarize, views on knowledge encompasses teachers’ creative ways of thinking and their personal understanding of the discipline of teaching. It is the teachers’ ability to endow declarative knowledge with personal significance. Views on knowledge include teachers’ personal wisdom that transforms procedural knowledge into strategic knowledge (the ability to solve problems in classroom teaching practice). It entails teachers’ constant updating and development of their personal pedagogical knowledge in the teaching practice of particular subject matter.
VL  - 6
IS  - 2
ER  -

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Author Information

Rui Feng Lyu

School of Foreign Studies, Guangdong University of Finance and Economics, Haizhu, Guangzhou, PR China

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Plain Text BibTeX RIS

APA Style

Rui Feng Lyu. (2021). An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge. Teacher Education and Curriculum Studies, 6(2), 41-50. https://doi.org/10.11648/j.tecs.20210602.11

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ACS Style

Rui Feng Lyu. An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge. Teach. Educ. Curric. Stud. 2021, 6(2), 41-50. doi: 10.11648/j.tecs.20210602.11

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AMA Style

Rui Feng Lyu. An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge. Teach Educ Curric Stud. 2021;6(2):41-50. doi: 10.11648/j.tecs.20210602.11

Copy | Download

@article{10.11648/j.tecs.20210602.11,
  author = {Rui Feng Lyu},
  title = {An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {2},
  pages = {41-50},
  doi = {10.11648/j.tecs.20210602.11},
  url = {https://doi.org/10.11648/j.tecs.20210602.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210602.11},
  abstract = {Pedagogical Content Knowledge (PCK) has been given a lot of attention in the academic field in recent years, inparticular in the field of teacher cognition and teacher knowledge. This research aimed to investigate the views on language (regarded as one aspect of PCK) shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. The existing literature guided the current research, which investigated teachers’ views on knowledge to guide language teacher education and development in mainland China. The results of the data analysis in this study revealed that the participant teachers were generally experienced in their use of declarative knowledge, but possibly unskilled in their use of strategic knowledge. To summarize, views on knowledge encompasses teachers’ creative ways of thinking and their personal understanding of the discipline of teaching. It is the teachers’ ability to endow declarative knowledge with personal significance. Views on knowledge include teachers’ personal wisdom that transforms procedural knowledge into strategic knowledge (the ability to solve problems in classroom teaching practice). It entails teachers’ constant updating and development of their personal pedagogical knowledge in the teaching practice of particular subject matter.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - An Investigation into Pedagogical Content Knowledge (PCK): Teachers’ Views on Knowledge
AU  - Rui Feng Lyu
Y1  - 2021/05/08
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210602.11
DO  - 10.11648/j.tecs.20210602.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 41
EP  - 50
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210602.11
AB  - Pedagogical Content Knowledge (PCK) has been given a lot of attention in the academic field in recent years, inparticular in the field of teacher cognition and teacher knowledge. This research aimed to investigate the views on language (regarded as one aspect of PCK) shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. The existing literature guided the current research, which investigated teachers’ views on knowledge to guide language teacher education and development in mainland China. The results of the data analysis in this study revealed that the participant teachers were generally experienced in their use of declarative knowledge, but possibly unskilled in their use of strategic knowledge. To summarize, views on knowledge encompasses teachers’ creative ways of thinking and their personal understanding of the discipline of teaching. It is the teachers’ ability to endow declarative knowledge with personal significance. Views on knowledge include teachers’ personal wisdom that transforms procedural knowledge into strategic knowledge (the ability to solve problems in classroom teaching practice). It entails teachers’ constant updating and development of their personal pedagogical knowledge in the teaching practice of particular subject matter.
VL  - 6
IS  - 2
ER  -

Copy | Download