This document discusses pedagogical content knowledge (PCK) for secondary school teachers. It outlines the history and development of PCK, starting with Shulman's identification of PCK as the third dimension of teacher knowledge in 1986. It then summarizes several models of PCK proposed by other researchers between 1988-2011 to define PCK and its components. The document aims to provide an overview of the taxonomy and evolution of PCK as an important factor in teacher quality and student academic achievement.

1. Pedagogical Content Knowledge
(PCK) for Secondary School
Teachers
Qulb e Abbas
Master Training

2. Introduction
• Many studies have examined factors affecting academic achievement
in mathematics courses from pre-school to Secondary education.
Major factor :
• teacher quality or quality teaching

3. History : First phase
1. Shulman (1986)
Three dimensions
Content knowledge, Curriculum knowledge, and Pedagogical content
knowledge (PCK)
2. Shulman (1987)
Seven categories
(i) subject matter knowledge; (ii) general pedagogical knowledge;
(iii) pedagogical content knowledge; (iv) knowledge of learners and learning;
(v) curriculum knowledge; (vi) knowledge of educational contexts; and
(vii) knowledge of educational philosophies, goals, and objectives.

4. Model of PCK

5. Tamir’s
Model
of PCK
(1988)

6. Grossman’s
Model of
(PCK)(1990)

7. Smith and
Neale
(1989)

8. Marks
(1990)

9. Fennema and
Franke (1992)

10. Magnusson,
Krajcik, and
Borko (1999)

11. Kulm, and Wu
(2004)

12. Hashweh
(2005)

13. Hall,
Ball and
Schilling
(2008)

14. Davidowitz
and Rollnick
2011

15. Summary

17. Taxonomy of PCK

21. For complete presentation and handouts
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