Equitable Pedagogical Content Knowledge: An Integrative Framework of Teacher Knowledge—The Case of Literacy

• In Event: 58.044 - Equitable Instruction Across Content Areas

Abstract

The turn to practice in research on teaching has focused the field’s attention on the relationship between practice and content. However, the roles of equity, culture, power, and privilege remain under conceptualized within scholarship on teaching practice. In this proposal, we present a conceptual framework for research on teaching that ties issues of equity to Shulman’s concept of pedagogical content knowledge, a central theoretical frame for practice-focused research. Our framework was developed out of a case-study of the practice of teacher candidates’ in a practice-based program that aimed to integrate candidates’ preparation on issues of equity and culture with preparation in content methods.

Authors

• Sarah Schneider Kavanagh, University of Washington - Seattle

• Katie Danielson, New York University