Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge |
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Affiliation: | 1. Faculty of Education, Shenzhen University, China;2. Department of Educational Administration & Policy, The Chinese University of Hong Kong, Hong Kong, China |
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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. |
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Keywords: | Pedagogical content knowledge Content or subject matter Curriculum thinking Didaktik Bildung |
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