"A Stale Metaphor"? The Relevance of Pedagogical Content Knowledge in Changing Times

• In Event: Content Areas and the Lives of Teachers

Abstract

Settlage (2013) has called pedagogical content knowledge “a stale metaphor” that ignores the learning of students and views knowledge as abstract substance rather than activity. We refute that notion, employing grounded theory to specify types of knowledge teachers utilize to act at the intersection of content and teaching in order to advance student learning. Applying the re-visioning of PCK that Loewenberg Ball, Thames, and Phelps (2008) advanced, we explore the instructional decision making of one 7th grade science teacher. Her use of Knowledge of Content and Students (KCS) contributes to decision making at every level: selecting materials, implementing instruction, and mentoring student teachers. PCK is not stale, but is a vibrant and effective stance for teaching that enhances learning.

Authors

• H. Emily Hayden, University of Nebraska - Omaha

• Michelle Eades Baird, University at Buffalo - SUNY