KNOWLEDGE

FOR TEACHING
PREPARED BY:-
SHAMINI MUNIANDY (820547)
SITI ZARINA TALIB (820596)
 CONTENT
KNOWLEDGE

KNOWLEDGE
FOR PEDAGOGICAL
TEACHING KNOWLEDGE

PEDAGOGICAL
CONTENT
KNOWLEDGE
 WHAT MAKES A
TEACHER TO BE
EFFECTIVE??????
 KNOWLEDGE
FOR TEACHING
Can be defined as to develop a practice-
based theory of content knowledge for
teaching built on ideas of pedagogical
knowledge and pedagogical content
knowledge.
 CONTENT
KNOWLEDGE
 Content knowledge generally refers to the facts,
concepts, theories, and principles that are taught and
learned, rather than to related skillssuch as
reading, writing, or researchingthat students also
learn in academic courses.

While teacher content knowledge is crucially

important to the improvement of teaching and
learning, attention to its development and study has
been uneven.
Subject Knowledge: Substantive
and Syntactic Knowledge and
Beliefs About Subject Knowledge
 The Structures of the
disciplines
Important to determine on exactly what is meant by
subject knowledge
Students mastery of a subject and its application
promotes effective teaching, and high-quality learning
Characterized by critics of its importance and child-
centred educationist
influenced by formal learning : subjects are taught for
examination purposes only.
Knowledge that we get would not exist in memory as
many collection of disconnected facts
 WAYS FOR
ORGANISING
KNOWLEDGE AND ITS
CONNECTIVITY

PROPOSITIONAL PROCEDURAL
KNOWLEDGE KNOWLEDGE
- Substantive - Syntactic
Knowledge Knowledge
 Substantive and Syntactic knowledge
SUBSTANTIVE KNOWLEDGE SYNTACTIC KNOWLEDGE

organized into frameworks, which ways and means by which the

are then used to guide enquiry. propositional knowledge has been
generated and established
shape conceptualization and
reasoning new knowledge becomes accepted
by a scholarly community, through
When new ideas produced which various procedures of
is not in previous framework, then experimentation and verification
existing paradigms were changed and
new paradigm is produced. involves more than procedural
knowledge and routine enquiry
publishing new ideas can cause
confusion and effects of new ideas the scientific method or in history
produce in other teaching. it is the investigative and
interpretative procedures of
 different disciplines which enquiry or in literature the
establish all human knowledge analytical tools of criticism.
have experienced shift of precise
content, of perspective and of refers to three kind of skills:
structures I. Truths learned from the discipline
II. Enquiry itself
knowledge is humanly and III. Reading and interpretation
socially constructed
If teachers apply syntactic
The processes of knowledge structures in their classroom,
construction are the syntactic they will teach those subjects
structures of teaching differently than if they treat all
knowledge as accepted fact.

Thus, substantive and syntactic structures

of the subjects had an impact on their beliefs
and the kind of lesson they presented.
Beliefs about Subject
Knowledge
 important by several researchers
how difference teacher with different
understandings used different approaches to teach
the same topic
teacher who placed a high value on the creation of
meaning in literacy were the most effective
just as important as substantive and syntactic
knowledge, and influenced by ones understanding or
lack of understanding in the structures.
have been included in the model as separate
model base.
 teachers experience difficulties in adopting new practices
without beliefs
some teacher adopt ways with using words of good
practice in a subject
beliefs about subject knowledge being part of the subject
knowledge base for teaching
what counts in a subjects is largely a process of another
culture
possible to change intending teachers beliefs and practice
in teaching
KNOWLEDGE OF LEARNERS:
EMPIRICAL AND COGNITIVE
EMPIRICAL
KNOWLEDGE
OF
LEARNERS
 Definition: knowledge of what children of a particular age range are like;
their social nature; how they behave in classrooms and schools; their interests
and preoccupations; how contextual factors have an effect on their work and
behavior; and the nature of the child-teacher relationship

to regard one knowledge base as being of greater importance than all the
others is to misunderstand professional knowledge for teaching

each part of amalgam of pedagogical content

knowledge is important as the others.
Characterized as intuitive
Knowledge of what children of different ages like; what interest or
preoccupied them; their social nature; and how contextual factors can affect
their behavior and learning
teachers may not be able to effective this knowledge or reasoning
informs our teaching decisions and impacts on our relationships with
children
 Empirical Knowledge:
1) Primary Teaching
- Element of caring for ones pupil as people especially
responsibility of women
- Detailed knowledge more in childrens interest, moods and
entertainment, family and siblings, and language used in
classroom discourse
2) Teacher talk to children informally
- Closely observed children in classroom and around the school
and built up knowledge of behavior
- May need to seated apart
- Aware of home circumstance
3)Peripheral to the business of teaching
- Management of order or with caring in the world of primary
teaching
 Cognitive Knowledge of Particular Learners
Definition :
Relating to the mental processes of perception, memory,
judgment, and reasoning.

Focus on problematical nature and how teachers use to inform

their teaching.

Assessment is not an exact science and furthermore one

assessment of a childs abilities maybe subject to what
Alexander called filtration (process of remove something
unwanted) and signal interference(Alexander 1984,p.38).
This is the viewing of a child through :-
- Particular set of lenses created by teachers belief about
teaching, children and subject knowledge.
- Knowledge of self
- The schools and classroom context
- Surrounding culture.

The viewing of each children most likely to be subjective.

3 Types of Information about Learners Which Teachers
Need to Know
Pupils record/ Baseline assessment
- Needed for each new teachers
- Useful starting point
- Same process of filtration

Commercially available test

-Such as NFER(National Foundation for Educational
Research)/Richmond Tests/National testing
- Specific and limited areas of curriculum ( Math and English)

Informal assessment ( day to day work)

- Get much greater amount of information
- Same process of filtration
- Perception of behavior and qualities such as ability to pay
attention/concentrate and persist with tasks can impact on
judgments of attainment and ability.
What Distinguishes The Expert Teacher from Others Using Cognitive
Knowledge of Learners? 3 Things
Skilled in all the methods of assessment:-
1- Administering tests;
2- Scoring tests;
3- Interpreting results;
4- Close observation of children;
5- Questioning to ascertain understanding ;
6- Talking to children about their work;
7- Assessing written work;
8- Spoken activities.
- Treats all information gathered from these methods as both
provisional ( serve for time being) and problematical ( the nature of
problem)
- It is provisional in that children do develop and continuously, so it
have to be revised constantly in getting new information.
- It is problematical in that expert teachers have self awareness about
their own role in assessment process:- imperfect , subjective
knowledge, filtered through the lenses of their other knowledge and
belief.
 What Distinguishes The Expert Teacher from
Others Using Cognitive Knowledge of Learners?
Cognitive learners difficult to acquire in the busy, complex world of
classroom

- Informal, formative and diagnostic assessment which can give

detailed knowledge of few learners.
- Teachers to be constantly available for even the trivial of requests
and spellings can absorb time which would be more valuably used
in assessment (Bennett et al, 1984)

Speed and appropriateness of their response to newly acquired

cognitive knowledge of learners
PEDAGOGICAL
CONTENT
KNOWLEDGE
 Pedagogical Content Knowledge
Definition : a type of knowledge that is unique to teachers, and is based
on the manner in which teachers relate their pedagogical knowledge
(what they know about teaching) to their subject matter knowledge
(what they know about what they teach).

It is the integration or the synthesis of teachers' pedagogical knowledge

and their subject matter knowledge that comprises pedagogical content
knowledge.

Originally conceptualized by Shulman (1986a;1986b;1987a) as an

amalgam (combination) of subject matter knowledge and general
pedagogical content knowledge.

As form of knowledge it comprised facts , concepts , skills , processes,

belief and attitudes.

The differences are this is blending of different kinds of knowledge and

the special province of the teacher.
Key Ideas for Understanding of Pedagogical
Knowledge

Representation Knowledge bases

as interacting sets

KEY
IDEAS

Partial Complete
amalgam amalgam
 Representation

The importance for teacher to know:-

1) How do they transfer or communicate their knowledge ,
understanding , skills, processes and attitudes??
2) How learner come to know what teachers know??
 2 Sets of Ideas About The Notion of Representation
Shulman (1986b) Bruner (1970)
Representation as a way of
communicating concepts and process 3 characteristic ways of representing
of a subject discipline. the world:-
The most powerful analogies, - Enactive representation or
methaphors (Illustrations& activities) understanding by activity or by doing
Representation as part of something actively.
transformation:- - Iconic representation or understand-
ing by pictures,maps and diagrams.
All important process - Symbolic representation or
of subject knowledge understanding through the use of
symbols such as spoken and written
TRANSFORMING

Subject knowledge language ,math symbols and musical

Knowledge of learner notation.
Pedagogy
Considered children first came
understand and represent world
Knowledge for teaching enactively, then iconically and symbol .
Adult use all 3 forms, move back and
All kind activities in school subject can forth through them as occasion demand.
come to represent subject in the mind Help teacher think about kind of repre-
of learners sentation generate for particular age
Example :- Click here ranges and how to reinforce an idea
through different representations.
Example :- Click here
 Jane & Jackie in Chapter 4
They attempting to teach notion of hierarchy , illustrate the power and
value of good representations in teaching for understanding.

Janes Class Jackies Class

-Carried out comprehension exercise -Consider concept Hierarchy as

-Planning for teaching this lesson difficult to understand by children.
-Did not consider concept Hierarchy -He used the idea of ladder as suitable
as difficult. analogy for concept hierarchy and told
-Thus, she did not devise a suitable them hierarchy was like ladder
analogy or representation. -He further analyzed the concept & sub-
concepts and realized they also need to
understand the idea of authority.
 2 Sets of Ideas About The Notion of Representation
Shulman (1986b) Bruner (1970)
Representation as a way of
communicating concepts and process 3 characteristic ways of representing
of a subject discipline. the world:-
- Enactive representation or
The most powerful analogies,
understanding by activity or by doing
methaphors (Illustrations& activities) something actively.
Representation as part of - Iconic representation or understand-
transformation:- ing by pictures,maps and diagrams.
- Symbolic representation or
All important process understanding through the use of
of subject knowledge symbols such as spoken and written
language ,math symbols and musical
TRANSFORMING

Subject knowledge notation.

Knowledge of learner Considered children first came
Pedagogy
understand and represent world
enactively, then iconically and symbol .
Adult use all 3 forms, move back and
All kind activities in school subject can forth through them as occasion demand.
come to represent subject in the mind Help teacher think about kind of repre-
of learners sentation generate for particular age
Example :- Click here ranges and how to reinforce an idea
through different representations.
Example :- Click here
 Jackie in Chapter 4
Jackies Lesson

- Represent concept of authority enactively ,

- Through a little bit of drama
- Symbolically through spoken language
- The concept of hierarchy represented iconically through the ladder
- Then iconnically and symbolically through the picture/ matching
activities.
- Finally , children represented their understanding enactively through
their physical arrangement of the groups in Eygptian society and
symbolically in the piece of writing for the tourist guide.
Knowledge Bases as
Interacting Sets
 Knowledge Bases for Teaching (Turner-Bisset 1997)
SUB - Substantive knowledge

SYN -Syntactic knowledge

BEL -Belief about the subject

CUR -Curriculum knowledge

SUB SYN BEL CUR
CON -Knowledge of context

SELF -Knowledge of self

MOD -Knowledge /models of

GPK MOD CON teaching

L-COG-Knowledge of learners
:Cognitive
PEDAGOGICAL CONTENT KNOWLEDGE
L-EMP-Knowledge of learners:
Empirical
L-COG L-EMP SELF ENDS ENDS- Knowledge of
educational end

GPK -General pedagogical

knowledge.
 Knowledge Bases as Interacting Sets

Certain knowledge bases grouped together

Obvious link between substantive and syntactic subject
knowledge and beliefs about subject knowledge.
Subject knowledge can be develop through curriculum
knowledge in the selection/priority what to teach.
Cognitive and empirical knowledge of learners have obvious
links( this is what teacher come to know their learners)
Knowledge of self can linked to these in term of understanding
relationship with individual , groups and whole classes.
Knowledge of educational ends has particular link with
knowledge of self ( ones motivation for teaching) and
curriculum knowledge
All of these knowledge bases may be linked in other ways to
form full or partial amalgams.
 Partial Amalgam
The lesson on density given by Melanie in Chapter 6
Well managed lesson and some investigate actively
However, this is a partial amalgam of pedagogical
content knowledge.
Melanie was an English teacher and she have to teach science subject ,
so that she did not have full understanding of concept density.
She refer density as heaviness which is more accurate should be related to
volume.
Thus her substantive subject knowledge weak because not doing analysis
of sub-concepts first.
Her syntactic knowledge also weak because no scientific questions
generated by her /children, no variable identified and hypotheses tested
She only asked students to investigate at one level, made prediction and
observe, entire activities designed by the teachers and laid out on
worksheet.
The lesson only emphasis on completion activities and written work rather
than learning.
The lesson was implicit, just learning by doing but learner didnt have time
to engage with ideas of density or doing scientific investigation
Without essential element in the amalgam of full understanding of
scientific concept and sub-concepts , the end result was activities without
understanding .
 Complete Amalgam
The lesson on composing a class poem given by Melanie in Chapter 5
The complete amalgam of pedagogical content knowledge and the
representations which Melanie chose.
She chose 2 poems to represent idea of poetry which is good empirical
knowledge of learners and curriculum knowledge of childrens literature.
The poems with different of style, mood (funny or not funny),rhyme or not
rhyme and etc.
Melanie also refer to early work , the game with the cat in the hexagons
which was a representation of how poet play with language and use word
association .The other game standing in two lines and taking turns to
complete sentence starting I love in one line and I hate in other line. This
act represented the mood of the poems. This is show her good empirical
knowledge of what children interested in.
The combination of activities composing and redrafting the poem was
accurate representation of the processes of writing poetry.
She also show good syntactic knowledge of processes writing , active
representation , communicated well and vividly.
She modeled enjoyment of poetry and create beliefs in which poetry was
enjoyed and valued.