Changes

[http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] declared in 1991 that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator".

[http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] declared in 1991 that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator".

Yet, at times in pre-service teacher education (BEd or DEd), it is believed that the student teachers 'already know content' having studied these topics in their own schooling experience, and need to learn 'method' (pedagogy) only. In-service teacher training program is also sometimes seen to be only for 'content' or only for 'pedagogy', as if these are two distinct items.

Yet, at times in pre-service teacher education (BEd or DEd), it is believed that the student teachers 'already know content' having studied these topics in their own schooling experience, and need to learn 'method' (pedagogy) only. In-service teacher training program is also sometimes seen to be only for 'content' or only for 'pedagogy', as if these are two distinct items. (The [http://ncte-india.org/publicnotice/NCFTE_2010.pdf NCFTE] document says "Most teacher education courses focus exclusively on the methodology of teaching individual school subjects. It is assumed that the teacher trainees have the subject-content knowledge which they would draw upon when required. Hence, teacher education curricula do not engage teacher trainees with subject-content. However, if we want to prepare teachers to present subject-content in developmentally appropriate ways and with critical perspectives it is essential that several theoretical concepts learnt during general education in school and college be revisited and reconstructed. This course also aims to engage student teachers with epistemological and ideological assumptions about knowledge, learner and learning; their implications for curriculum, pedagogy and assessment in school education".

 

However, [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] disagreed with the thinking  that teachers' subject (content) knowledge and pedagogy were mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc).

However, [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] disagreed with the thinking  that teachers' subject (content) knowledge and pedagogy were mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc).