Abstract
This paper attempts to find the core of pedagogical content knowledge by analysing the central concepts of the teaching-studying-learning process. The various relations between these concepts – teacher, student, content – lead to possible explanations about the nature of pedagogical content knowledge. The role of practice, empirical and normative sides, and personal practical theories are the essential features in understanding pedagogical content knowledge. And its dependence on the curriculum raises the question of latency as its theoretical existence. Moreover, this paper discusses the connection of pedagogical content knowledge to the German fachdidaktik as well as its relation to the French didactiques. The increasing use of pedagogical content knowledge may likely show the way to a more heterogeneous usage of this concept in the future.
Highlights
This paper attempts to nd the core of pedagogical content knowledge by analysing the central concepts of the teaching-studying-learning process
Not entirely satis ed with the event, he asked the teacher how many credit points she had in mathematics studies
Nor is it a permanent relation, but one which the young person gradually grows out of, developing into independence. This relation gradually takes shape as the development of the young person brings with it di erent perspectives. This relation between the teacher and the student cannot be primary because the reason for its existence comes from the reasons for participating in the teaching-studyinglearning process
Summary
Content is one of the fundamental concepts in the teaching-studying-learning process. This relation gradually takes shape as the development of the young person brings with it di erent perspectives This relation between the teacher and the student cannot be primary because the reason for its existence comes from the reasons for participating in the teaching-studyinglearning process. We at the moment emphasise a personal approach to the studying and nding of one’s own means to achieving instructional aims and goals, the student is not left alone in the teaching-studyinglearning process. It is the responsibility of the teacher to facilitate this activity in such a way that learning takes place optimally. Pedagogical content knowledge is re ected upon as a special theme and analysed as a central point of view
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