PGCE Subject Pedagogy — Questions and Answers
Question 1: What is 'pedagogical content knowledge' (PCK) and who developed this concept?
- Lee Shulman — the intersection of subject knowledge and knowledge of how to teach that subject to a specific group of learners (Correct answer)
- Jerome Bruner — knowledge of the spiral curriculum
- Dylan Wiliam — assessment knowledge integrated with subject knowledge
- John Hattie — visible learning linked to content knowledge
Correct answer: Lee Shulman — the intersection of subject knowledge and knowledge of how to teach that subject to a specific group of learners
Lee Shulman (1986) coined PCK — the unique blend of content knowledge and pedagogical knowledge that enables teachers to make their subject accessible and meaningful to specific learners.
Question 2: What is the difference between 'content knowledge' and 'pedagogical content knowledge'?
- Content knowledge is knowing the subject; PCK is knowing how to represent and teach it effectively to specific learners (Correct answer)
- They are the same
- Content knowledge is more important than PCK
- PCK only applies to secondary subject specialists
Correct answer: Content knowledge is knowing the subject; PCK is knowing how to represent and teach it effectively to specific learners
A subject expert has content knowledge but may not be able to teach it effectively. PCK is the additional knowledge of how to make content comprehensible — representations, analogies, examples, explanations.
Question 3: What are 'worked examples' and why are they particularly effective in subject teaching?
- Fully solved problems that show the steps of a process — they reduce cognitive load and help novice learners build schema before attempting independent practice (Correct answer)
- Homework tasks that pupils complete without support
- Examples only used for SEND pupils
- Examples of misconceptions to avoid
Correct answer: Fully solved problems that show the steps of a process — they reduce cognitive load and help novice learners build schema before attempting independent practice
Worked examples reduce the cognitive load on novices by providing complete models to study, helping learners build cognitive schemas — research shows they are particularly effective early in the learning sequence.
Question 4: What is the 'I do, we do, you do' model of instruction?
- A gradual release of responsibility: teacher models (I do), class practises with support (we do), pupils work independently (you do) (Correct answer)
- A peer teaching model
- A behaviour management technique
- A three-phase assessment model
Correct answer: A gradual release of responsibility: teacher models (I do), class practises with support (we do), pupils work independently (you do)
The 'I do, we do, you do' model (Pearson and Gallagher, 1983) describes progressive release of responsibility — from teacher modelling to guided practice to independent application.
Question 5: What is a 'common misconception' in subject teaching and how should teachers address it?
- A predictable error in understanding that recurs across learners — teachers should anticipate, name, and directly address it rather than hoping it will not arise (Correct answer)
- A behaviour issue during subject lessons
- A rare, unpredictable error
- An error made only by low-attaining pupils
Correct answer: A predictable error in understanding that recurs across learners — teachers should anticipate, name, and directly address it rather than hoping it will not arise
Common misconceptions are predictable — teachers with strong PCK anticipate them, design activities to surface them, and directly address them rather than assuming pupils will self-correct.
Question 6: What is 'subject-specific literacy' and why does it matter for all teachers?
- The language, text types, and reading demands unique to each subject — all teachers are responsible for teaching pupils to access their subject's language (Correct answer)
- Only the English teacher's responsibility
- A concern only for lower-attaining readers
- Relevant only for written assessments
Correct answer: The language, text types, and reading demands unique to each subject — all teachers are responsible for teaching pupils to access their subject's language
Every subject has its own vocabulary, text types, and ways of using language — science requires different literacy skills than history. Every teacher is a teacher of subject-specific literacy.
PGCE Subject Pedagogy
What is 'pedagogical content knowledge' (PCK) and who developed this concept?