Chapter 1: Content Knowledge and Pedagogy

Lesson 1: Pedagogical Content Knowledge and Its Application across the Curriculum

Education Theory

The mastery of content and comprehensive pedagogical content knowledge (PCK) of the subject
area is one of the competencies expected in a teacher education graduate (CHED 2017). Shulman
introduced PCK in 1986 and defined three categories of teacher’s knowledge that are essential in teaching
and learning. These are the following:

1. Content Knowledge
 The knowledge of the subject matter or academic course to be taught or expected to be
learned by students, which requires understanding of facts, concepts, or principles.
2. Pedagogical Knowledge
 The knowledge of teaching, which includes methods and strategies of formulating the subject
matter to make it more comprehensible to the learners.
3. Curricular Knowledge
 The knowledge of the curriculum, which is represented by full range of programs designed
for a teaching a particular subjects/course at a given level.

PCK is the blending of content knowledge and pedagogical knowledge that is unique among
teachers. It is the type of knowledge to make the lesson more relevant and comprehensible to learners.

While it is important for the teachers to have mastery of content and pedagogical skills, it is also
essential to have curricular knowledge to deliver the content effectively. Choppin (2009) explore how
teachers develop and connect content knowledge, pedagogical content knowledge, and curricular
knowledge in practice.

As a teacher, you should familiarize yourself with DEPEd’s K to 12 Basic Education

Curriculum.