Pedagogical Content Knowledge (PCK) is essential for inclusive education, with its core components adaptable across diverse educational settings.
Authors
Mohit Yadav, Professor, Jindal Global Business School, O.P. Jindal Global University, Sonipat, Haryana, India
Neeti Goyal, UPES, India,
Deepak Maun, Associate Professor, IIHEd, O.P. Jindal Global University, Sonipat, Haryana, India
Ajay Chandel, Lovely Professional University, India
Ta Huy Hung, Vietnam National University, Hanoi, Vietnam
Summary
This study examines the application of Pedagogical Content Knowledge (PCK) in diverse educational settings through case studies of Cedarwood Elementary School, Greenwood High School, and Harmony College. PCK integrates content expertise with effective teaching strategies, crucial for addressing the needs of diverse learners. The research explores how PCK principles, including differentiated instruction, formative assessment, collaborative learning, and cultural responsiveness, are implemented to support inclusive education. Findings reveal that while the application of PCK varies across educational levels, its core components remain essential for fostering equitable learning environments. The study highlights the importance of ongoing professional development and contextual adaptation in implementing PCK effectively. This research provides insights for educators and policymakers to enhance teaching practices and improve educational outcomes for all students.
Published in: Digital and Cultural Influences on the Development of Pedagogical Content Knowledge (PCK) and TPACK
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