Shulman's PCK, The Technological Pedagogical Content Knowledge

1. Introduction

The concept pedagogical content knowledge was launched into the teacher education was in Shulman’s 1985 presidential lecture to the American Educational Research Association. PCK was defined as “a second kind of content knowledge” (Shulman, 1986), “which goes beyond knowledge of subject matter per se to the dimension of subject matter knowledge for teaching” (Shulman, 1986). Next to the conception of the expression, a move was about to take place in how instructors and teacheres thinking about the knowledge foundation of teaching and quite a lot of value has been attached to PCK (Jing, 2014).

Then subsequent to shulman’s PCK, the Technological Pedagogical Content Knowledge (originally TPCK, now known as TPACK) was introduced by Mishra and Koehler (2006) to give details an integrated framework to make clear the significant parameters connecting to technology amalgamation in classroom settings, which are Content, Pedagogy and Technology. This TPACK structure does not consider the above three key elements in separation, but rather in the complex interactions in the system they define. TPACK offers new point of view and opportunities for looking at a difficult phenomenon like technology amalgamation in the classroom and teacher preparation. Furthermore, it permits researchers, teachers,

In the integrative model, the PCK components exist independently, and at the start of teachers’ occupation they enable teachers to depend on only one of the PCK components to cope with teaching (subject matter content) (Lee & Luft, 2008). Transformative PCK is held by experienced teachers who unite all the components of PCK and translate it into classroom practice. Lee and Luft (2008) claimed that during teaching it is hard to differentiate subject matter knowledge or general pedagogical knowledge from PCK, which means the components do not exist independently of one