Subject Pedagogy Flashcards
6 cards from real PGCE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Subject Pedagogy flashcards as text
What is 'pedagogical content knowledge' (PCK) and who developed this concept?
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.
What is the difference between 'content knowledge' and 'pedagogical content knowledge'?
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.
What are 'worked examples' and why are they particularly effective in subject teaching?
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.
What is the 'I do, we do, you do' model of instruction?
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.
What is a 'common misconception' in subject teaching and how should teachers address it?
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.
What is 'subject-specific literacy' and why does it matter for all teachers?
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.