Voices and values in shaping the subjectivity of pedagogical content knowledge

Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the...

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Bibliographic Details
Published in:Cogent education 2017-01, Vol.4 (1), p.1401195
Main Authors: Ozmantar, Mehmet Fatih, Akkoç, Hatice
Format: Article
Language:English
Subjects:
Bakhtin
Educational research
Foreign Countries
Interviews
Learning Theories
Lesson Plans
Mathematics Instruction
Mathematics Teachers
Microteaching
Observation
Pedagogical Content Knowledge
Pedagogy
Preservice Teachers
Secondary School Teachers
Student Attitudes
Subjectivity
Teaching Methods
value
Video Technology
voice
Workshops
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Summary:Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the content instructional for learners? In answering this question, this study draws upon data obtained from one pre-service mathematics teacher's microteaching and retrospective interviews. The data were examined through the lenses of the Bakhtinian notion of voice. The findings suggest that the pre-service teacher's understanding of pedagogy is formed and transformed, to an important extent, by the voices of others who are not necessarily physically present within the immediate instructional setting and who might be distant in space and time. Assimilation of those voices enacts particular value judgments, which in turn shapes and hence forms the subjectivity of the pre-service teacher's pedagogical practices.
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2017.1401195