Building pedagogical content knowledge (PCK)

What is PCK?

PCK embodies the integration of content and pedagogy into a comprehensive understanding of how specific content is structured, communicated, and adapted to cater to diverse learners’ interests and capabilities (Shulman, 1987). PCK encompasses two fundamental elements: knowledge of representations of subject matter and knowledge of specific student conceptions and learning challenges. For example, a chemistry educator’s PCK encompasses how they transform their content knowledge into forms and representations (e.g., chemical models) that are meaningful and comprehensible to students at a level that matches their development.

Listen to Mahbub Sarkar as he introduces this resource.

PCK in Practice: Mahbub Sarkar

Lee Shulman introduced the concept of PCK in the mid-1980s to highlight a specialised form of professional knowledge that distinguishes educators from other professionals (Shulman, 1987). The notion of this specialised professional knowledge resonated well with educators and academics, leading to widespread exploration, adoption, and adaptation across various domains, especially in science and mathematics education.

Following Shulman's initial conception, numerous PCK models were developed over the years, generating differing orientations on PCK definitions and scope. Different PCK models used by researchers vary in their inclusion of knowledge domains. The most common knowledge domains (with definitions) that contribute to a teacher’s PCK are shown below (Sarkar et al., 2024; Chan and Hume, 2019).

Common knowledge domains

So, PCK goes beyond mere subject matter expertise or general pedagogical skills. It involves a deep understanding of how to structure and deliver content in a way that makes it comprehensible and engaging for students (Berry et al., 2016). It considers the personal and contextual aspects of teaching and student learning, such as teacher beliefs, teaching orientation, learning environment, student beliefs, prior knowledge (with any misconceptions), and learning challenges, all of which significantly impact the teaching and learning process (Carlson et al., 2019; Hume & Berry, 2011). Effective integration of these knowledge domains requires teachers to adapt their teaching strategies to the specific content they are teaching, making PCK a nuanced and context-dependent form of knowledge (Shulman, 1987).

Importantly, PCK comprises a deep understanding of your students. What motivates them? Where do they face difficulties? To create a positive learning experience, you need to identify and address any misconceptions they bring to the classroom. These misconceptions, often deeply ingrained and complex, can shape how students perceive and interact with the world. Simply presenting accurate information may not be enough to change these misconceptions. You need to use active learning strategies that engage students in grappling with the concepts and reflecting on their understanding. Help them see how their misconceptions might be hindering their learning and guide them towards recognising and overcoming these barriers.

The recently developed Refined Consensus Model (RCM) describes PCK as the complex layers of knowledge and experiences that guide educators' professional practice to influence student learning (Carlson et al., 2019). This model identifies three distinct realms of PCK: (a) collective PCK, (b) personal PCK, and (c) enacted PCK.

Personal PCK	An educator’s unique and specialised knowledge for planning and teaching a particular topic.
Enacted PCK	Knowledge and actions of an educator within a specific teaching moment or situation.
Collective PCK	The accumulated knowledge that is widely agreed upon and formed through research and/or collective expert wisdom of practice related to the teaching of specific topics to specific groups of learners.

It is important to remember that PCK is not a fixed body of knowledge but is dynamic, developed and refined by educators over time, based on their experiences of teaching specific topics and through reflecting on their own teaching practice (van Driel & Berry, 2019).

Benefits of PCK-informed teaching View

PCK offers several benefits for educators and their students:

PCK helps educators integrate their knowledge of subject matter with their understanding of how to teach it effectively (Shulman, 1987). This integration allows educators to present content in ways that are more comprehensible and engaging for students.
PCK may help promote student-centric education by linking content knowledge with knowledge about teaching and student learning.
PCK helps educators see the connections between different aspects of teaching, such as content knowledge, pedagogical approaches, and student learning. This holistic perspective allows educators to create more integrated and effective teaching and learning experiences.
PCK appears to be a stronger predictor for the success of educators’ practice to support student learning as compared to content knowledge alone (Förtsch et al., 2016).
By using PCK, educators can better anticipate and address student misconceptions and learning difficulties. This proactive approach helps students build a deep understanding of the subject matter (Carlson et al., 2019).
PCK enables educators to adapt their teaching strategies to meet the diverse needs of their students. This includes adjusting the pace, using varied instructional methods, and providing different types of support to ensure all students can succeed (Hume & Berry, 2011), eventually supporting the promotion of inclusivity and diversity.
PCK promotes a shared language and understanding among educators about what constitutes effective teaching (Fraser, 2016). This common ground can enhance collaboration and professional dialogue, leading to more cohesive and supportive teaching communities (Sarkar et al., 2024; Bertram & Loughran, 2012).
Engaging with PCK encourages educators to reflect on their practice and continuously improve their teaching practice. This ongoing professional development fosters continuous professional development and a culture of lifelong learning among educators (Sarkar et al., 2024; van Driel & Berry, 2019).

Pause and reflect

How do you consider students’ prior understanding (including misunderstanding/difficulties) about any particular content when you teach that content?
Do you think different kinds of content ideas require different pedagogical approaches? Why/why not?

Education Performance Standards Framework

You can use the tabs on the left-hand side menu to navigate between the sections or click on the links below:
1. The How to articulate PCK sections guide you to use a specialised tool (CoRe) to capture and develop PCK.
2. The PCK in practice section presents case studies on Monash University educators' perspectives and experiences with PCK-informed teaching practices.
3. The Supporting your students section provides you with key strategies for creating a good learning experience and a list of resources to share.
4. The Related resources and references section provides you with additional resources and reference list.

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Next: How do you articulate PCK?

Content knowledge	Knowledge of the discipline specific topics, including the basic concepts and principles forming facts and rules/theories to prove their validity (Shulman, 1987).
Pedagogical knowledge	Knowledge of general principles for classroom management (Shulman, 1987) and student engagement (Gess-Newsome, 2015).
Knowledge of students	Knowledge of students' characteristics, including students' learning orientations (e.g., special needs, skills, and personal learning goals) (Gess-Newsome, 2015).
Knowledge of students' understanding	Knowledge of students' areas of learning difficulty or misconceptions, prerequisite knowledge needed by students to develop an understanding of a topic or subject, and the diverse ways in which students approach learning that impact their understanding of a topic or subject (Magnusson et al., 1999).
Knowledge of curricula	Knowledge of curricular programs and learning outcomes, including structure of subject contents and resources related to each content (Magnusson et al., 1999).
Knowledge of assessment	Knowledge about aspects that should be assessed, and the methods used in this assessment (Magnusson et al., 1999).
Knowledge of instructional strategies and representations	Knowledge about subject- or topic-specific instructional strategies (Magnusson et al., 1999).
Knowledge of Context	Knowledge about contextual variables that could influence and affect the teaching and learning process, including the cohort size, time constraints and culture dynamics (Grossman, 1990; Shulman, 1987).
Orientation towards teaching	Knowledge and beliefs about the purpose and goals of teaching a specific topic or subject (Magnusson et al., 1999).

The Education Performance Standards identify the expectations of education practice at Monash – See the Education Performance Standards for more details.
Impact on student learning				Impact on educational knowledge		Impact on educational environment
Effective teaching and learning	Responsive program design	Student- centred orientation	Professional learning engagement	Pedagogical content knowledge	Education research performance	Education innovation	Education leadership
✓		✓	✓	✓		✓
You could address these Practice Elements by providing evidence of how you: Use engaging, authentic and active approaches to teaching and learning. Support positive student learning experiences in practice. Demonstrate expertise in effective teaching and learning of discipline content. Create or adapt teaching and learning approaches in line with new thinking and understanding.

Learning and Teaching: Teach HQ

Learning and Teaching: Teach HQ

Building pedagogical content knowledge (PCK)

What is PCK?

Benefits of PCK-informed teaching View

Pause and reflect

Your feedback matters