Pedagogical Content Knowledge in Co-Teaching for Special Educators
DOI:
https://doi.org/10.52634/mier/2021/v11/i1(a)SPL/1841Keywords:
Pedagogical Content Knowledge, Special Educators, Co-TeachingAbstract
More than three decades ago, Shulman introduced the concept of Pedagogical Content Knowledge (PCK) to describe the ways of representing and formulating the subject matter to make it comprehensible to others. It involves understanding of how particular subject matter topics and issues are organized and represented in order to teach in an effective way. It also involves understanding the needs and struggles of the students. Shulman (1987) identified PCK as one of seven categories of teachers’ knowledge which is essential for providing meaningful learning experiences to all students including children with disabilities. This calls for special educators in inclusive settings to possess the knowledge and skills to implement PCK in teaching all students. There is no global PCK model; researchers have explained it differently in terms of components in the field. This paper attempts to explain the concept of PCK, its importance for special educators teaching in co-teaching and two models of PCK namely Shulman’s Model and Ball’s Model.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching. Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
Berry, A., Loughran, J., & van Driel, J. H. (2008). Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), 1271-1279. https://doi.org/10.1080/09500690801998885
Cochran, K. F., King, R. A., & Deruiter, J. A. (1991). Pedagogical content knowledge: a tentative model for teacher preparation. East Lansing, MI: National Center for Research on Teacher Learning.
Grossman, P. (1990). The making of a teacher: teacher knowledge and teacher education. New York, NY: Teachers College Press.
Keefe, E. B., Moore, V., & Duff, F. (2004). The Four “Knows” of Collaborative Teaching. Teaching Exceptional Children, 36(5), 36-42. https://doi.org/10.1177/004005990403600505
Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reforms: transforming America's classrooms. Baltimore: Brookes Publishing Company.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching (Gess-Newsome, J. Lederman, & N. G, Eds.). Netherlands: Kluwer Academic Publishers.
Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & Mcduffie, K. (2005). Case Studies in Co-Teaching in the Content Areas. Intervention in School and Clinic, 40(5), 260-270. https://doi.org/10.1177/10534512050400050201
McLaughlin, M. J. (2002). Examining Special and General Education Collaborative Practices in Exemplary Schools. Journal of Educational and Psychological Consultation, 13(4), 279-283. https://doi.org/10.1207/s1532768xjepc13040 2
Morocco, C. C., & Aguilar, C. M. (2002). Coteaching for Content Understanding: A Schoolwide Model. Journal of Educational and Psychological Consultation, 13(4), 315-347. https://doi.org/10.1207/s1532768xjepc130404
Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children, 73(4), 392-416. https://doi.org/10.1177/001440290707300401
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189x015002004
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new Reforms. Harvard Educational Review, 57(1), 1-21.
Tandon, B. (2013). Exploration of a special educator’s contribution to co-teaching in relation to content and pedagogical content knowledge. Milwaukee, WI. UWM. (Unpublished Doctoral Thesis)
Walther-Thomas, C. S., Korinek, L., Mclaughlin, V. L., & Williams, B. T. (2000). Collaboration for inclusive education developing successful programs. Boston: Allyn and Bacon.
Zigmond, N., & Matta, D. (2004). Value Added of the Special Education Teacher on Secondary School Co-taught Classes. In T. S. M. Mastropieri (Ed.), Research in Secondary Schools: Advances in Learning and Behavioral Disabilities (p. 55-76). Elsevier Science/JAI.
