Description
In the world of education, teachers face a critical challenge – the effective dissemination of knowledge to students. The intricacies of teaching go beyond mere content delivery; educators must possess a nuanced understanding of how to teach specific content to foster meaningful learning experiences. This challenge is encapsulated in the concept of Pedagogical Content Knowledge (PCK), a form of tacit knowledge that bridges the gap between subject matter expertise and effective instructional strategies. As education paradigms shift and technology reshapes the learning environment, there is a growing need for a comprehensive guide to navigate the terrain of PCK.
Enter the Current Trends and Best Practices of Pedagogical Content Knowledge (PCK), a guide for educators and researchers grappling with the complexities of effective teaching. This meticulously curated handbook offers a solution by compiling diverse research articles that dissect the nature, historical foundations, and future trajectories of PCK. It not only acknowledges the importance of this tacit knowledge but also presents practical insights and methodologies for its development. From assessing challenges to leveraging technology and exploring cross-disciplinary applications, this handbook becomes an indispensable resource for those dedicated to enhancing teaching practices, advancing teacher education, and ultimately improving student learning outcomes through the cultivation of Pedagogical Content Knowledge.
Author's/Editor's Biography
Nazli Ruya Taskin Bedizel (Ed.)
Nazlı Ruya Taşkın Bedizel
has been serving as an Assistant Professor at Balıkesir University's Necatibey Faculty of Education since October 2023, following her role as a research assistant since 2010. She earned her PhD in Biology Education from the same institution in 2018 with a dissertation titled “The Effect of Formative Assessment Design Activities on Biology Student Teachers’ Modern Genetics Learning Progression-Based Content Knowledge and Pedagogical Content Knowledge.” She teaches courses including General Biology, Cell Biology, Classroom Assessment, Interdisciplinary Biology Teaching, Health and Nutrition, Microteaching, Biology Curriculum, Science and Research Ethics, and Teaching Practicum. Her research primarily focuses on genetics education, learning progressions, pedagogical content knowledge, and formative assessments.