Cantillon Peter, de Grave Willem
NUI, Galway, Republic of Ireland.
Educ Prim Care. 2012 May;23(3):178-85. doi: 10.1080/14739879.2012.11494101.
Most teacher development initiatives focus on enhancing knowledge of teaching (pedagogy), whilst largely ignoring other important features of teacher knowledge such as subject matter knowledge and awareness of the learning context. Furthermore, teachers' ability to learn from faculty development interventions is limited by their existing (often implicit) pedagogical knowledge and beliefs. Pedagogical content knowledge (PCK) represents a model of teacher knowledge incorporating what they know about subject matter, pedagogy and context. PCK can be used to explore teachers' prior knowledge and to structure faculty development programmes so that they take account of a broader range of teachers' knowledge. We set out to examine the application of a PCK model in a general practice education setting.
This study is part of a larger study that employed a mixed method approach (concept mapping, phenomenological interviews and video-stimulated recall) to explore features of GP teachers' subject matter knowledge, pedagogical knowledge and knowledge of the learning environment in the context of a general practice tutorial.
This paper presents data on GP teachers' pedagogical and context knowledge. There was considerable overlap between different GP teachers' knowledge and beliefs about learners and the clinical learning environment (i.e. knowledge of context). The teachers' beliefs about learners were largely based on assumptions derived from their own student experiences. There were stark differences, however, between teachers in terms of pedagogical knowledge, particularly in terms of their teaching orientations (i.e. transmission or facilitation orientation) and this was manifest in their teaching behaviours.
PCK represents a useful model for conceptualising clinical teacher prior knowledge in three domains, namely subject matter, learning context and pedagogy. It can and should be used as a simple guiding framework by faculty developers to inform the design and delivery of their faculty development programmes.
大多数教师发展倡议侧重于提高教学知识（教学法），而在很大程度上忽视了教师知识的其他重要特征，如学科知识和对学习环境的认识。此外，教师从教师发展干预措施中学习的能力受到其现有的（通常是隐含的）教学知识和信念的限制。教学内容知识（PCK）代表了一种教师知识模型，它整合了教师对学科内容、教学法和环境的了解。PCK可用于探索教师的先验知识，并构建教师发展计划，以便考虑更广泛的教师知识。我们着手研究PCK模型在全科医学教育环境中的应用。
本研究是一项更大规模研究的一部分，该研究采用混合方法（概念图、现象学访谈和视频激发回忆）来探索全科医生教师在全科医学辅导背景下的学科知识、教学知识和学习环境知识的特征。
本文展示了关于全科医生教师教学知识和环境知识的数据。不同的全科医生教师关于学习者和临床学习环境的知识和信念（即环境知识）存在相当大的重叠。教师对学习者的信念很大程度上基于从他们自己的学生经历中得出的假设。然而，教师在教学知识方面存在明显差异，特别是在他们的教学取向（即传授或促进取向）方面，这在他们的教学行为中表现出来。
PCK是一个有用的模型，用于在学科内容、学习环境和教学法这三个领域概念化临床教师的先验知识。教师发展人员可以而且应该将其用作一个简单的指导框架，为他们的教师发展计划的设计和实施提供信息。
