NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087388
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1468-1366
Pedagogical Content Knowledge in Action: Its Impromptu Development by an Expert Practitioner
Saito, Eisuke; Atencio, Matthew
Pedagogy, Culture and Society, v24 n1 p101-121 2016
Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr. T, an educational consultant who leads professional development and school reform efforts by utilising observation of and joint reflection on lessons. Mr. T advances PCK through interaction of stock knowledge from written materials, networks and previous observations, and flow knowledge from the lesson that he observes. Mr. T's case further demonstrates how PCK can engender a democratic and inclusive learning culture within the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A