The Pedagogic Nature of Subject Matter Knowledge
Bibliographic Data
| ID | 8223152 |
|---|---|
| Authors | Hunter McEwan (University of Hawaiʻi at Mānoa, corresponding author), Barry Bull (Indiana University), Barry L Bull (Indiana University) |
| Year | 1991 |
| Volume | 28 |
| Issue | 2 |
| Pages | 316-334 |
| Publication date | 1991-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312028002316 |
| OpenAlex | W2073218295 |
| Language | EN |
| Citations received | 27 |
The concept of pedagogic content knowledge is by now a familiar one: Lee Shulman introduced it into the lexicon of research on teaching in order to pick out a distinctive, subject-centered feature of the knowledge base of teaching. But is teachers’ knowledge of subject matter different in kind from that of scholars? This article investigates that question. First, it rejects a possible answer derived from objectivist epistemology on the grounds of its untenability. Second, it explores Dewey’s account of subject matter knowledge to determine if his position justifies a division in subject matter between scholarly and pedagogic forms. The article concludes by rejecting Shulman’s dualistic theory and affirming an alternative: that all knowledge is, in varying ways, pedagogic. This result points to a community of teaching and scholarship that is at odds with our institutional arrangements and practices
Curriculum · Epistemology · Lexicon · Linguistics · Mathematics education · Objectivism · Pedagogy · Political science · Scholarship · Sociology · Subject (documents · Subject matter · Computer Science · Educational Philosophies and Pedagogies · Educator Training and Historical Pedagogy · Law · Philosophy · Pragmatism in Philosophy and Education · Psychology
Revisiting technological pedagogical content knowledge
Technology-Immune/Technology-Enabled Problem Solving as Agency of Design-Based Mathematics Education
Examining assumptions about the need for teachers to transform subject matter into pedagogical forms accessible to students
Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States
Retraining Public Secondary Science Teachers by Upgrading Their Content Knowledge and Pedagogical Skills
What’s sex got to do with it? The preparation of elementary male teacher candidates
Early-Career Art Education Faculty Members’ Tensions in Teaching About Social Justice
The generic nature of pedagogical content knowledge among college professors
Revisiting pedagogical content knowledge
A cognitive strategy for developing pedagogical content knowledge in the secondary mathematics methods course
Constructing curriculum subject knowledge in primary school teacher training
Pedagogical content knowledge reconceived
Learning to teach in a field-based methods course
Teachers and the Academic Disciplines
Pedagogical content knowledge in science education
Continuité recherche, formation, enseignement en didactique de l’histoire. Problématisation historique et problématisation didactique
The Knowledge Bases of the Expert Teacher
Realising and extending Stenhouse's vision of teacher research
High-Stakes Testing and Curricular Control
The Value of Ideas
Dewey, Peirce, and the Learning Paradox
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms
Professionalism, Democracy, and Discursive Communities
The Community of Inquiry as a Basis for Knowledge and Learning
Foregrounding Equity in Teacher Education
Pedagogical Content Knowing
| Unique citing works | 27 |
|---|---|
| Citations per year | 0,79 |
| Citation span | 1992 - 2025 (34) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 27 |