PGCE Subject Pedagogy

Question 1

What is 'pedagogical content knowledge' (PCK) and who developed this concept?

Accepted Answer

Lee Shulman — the intersection of subject knowledge and knowledge of how to teach that subject to a specific group of learners

Answer

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'?

Accepted Answer

Content knowledge is knowing the subject; PCK is knowing how to represent and teach it effectively to specific learners

Answer

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?

Accepted 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

Answer

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?

Accepted Answer

A gradual release of responsibility: teacher models (I do), class practises with support (we do), pupils work independently (you do)

Answer

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?

Accepted 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

Answer

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.

PGCE Practice Test

PGCE Practice Test

PGCE Subject Pedagogy