Pedagogical Content Knowledge and Social Justice Pedagogical Knowledge: Re-Envisioning A Model for Teacher Practice

Year 2019, , 701 - 718, 25.12.2019

Hope Mayne

https://doi.org/10.30828/real/2019.3.9

Cited By: 2

Abstract

The nature of teacher knowledge and preparation has incited many significant debates over the years. The major point of contention being what knowledge do teachers need for effective practice? Research have presented arguments distinguishing between declarative knowledge and procedural knowledge. A key study on teacher knowledge is Shulman’s (1987) study on Pedagogical Content Knowledge (PCK) where he defines teacher knowledge as knowledge which integrates the knowledge of a specific subject and the pedagogical knowledge for teaching that particular subject. I question however what other knowledge component can contribute to effective teaching? Shulman’s model has been criticized for its non-inclusion of social justice knowledge. I argue Social Justice Knowledge can support Pedagogical Content Knowledge especially for teacher preparation practices in postcolonial Jamaica. Social Justice Pedagogical Content Knowledge empowers teachers to illuminate their voices inside and outside of the classroom. Hence, the purpose of this conceptual paper is to explore the relationship between Pedagogical Content Knowledge (PCK) and Social Justice Knowledge as a model for teacher practice in the Jamaican context. What are the benefits to teacher practice? And how can it inform a stronger model for teacher preparation; essentially supporting a teacher preparation model which is not siloed from social justice knowledge.

Keywords

Pedagogical content knowledge, Social justice knowledge, Teacher preparation, Colonization

References

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