In this module, I have learned to discussed the components of knowledge, explain on how each component of teaching knowledge base are interrelated, and relate professional knowledge with effective teaching.
My realizations on the topic discussed were the utilization of advance and graphic organizers as it will benefit to foster student engagement, to activate prior knowledge, to help students identify and organize important information and to meet the needs of students. Moreover, it also to develop higher order thinking skills, to aid in organization and recall of information and to promote autonomy.
The most significant learning that I have gained in this module is that teaching is a complex profession. There are many different knowledges that we are going to combined. I also learned that even if you are well verse in the content of the subject matter is not sufficient that you are effectively doing the right teaching. As future educator, I must develop the following adapted from (Shulman, 1987):
- General Pedagogic Knowledge i.e. the broad principles and strategies of classroom management and organisation that apply irrespective of the subject.
- Subject Content Knowledge i.e. the subject material that is to be taught. Schwab (1964) identifies two components of content knowledge: substantive: knowing what are the most important concepts and skills in the subject, and syntactic: knowing how the concepts and skills are structured and organised within a subject.
- Subject Pedagogic Knowledge i.e. the knowledge of what makes for effective teaching and deep learning that is the basis for the selection, organisation and presentation of the content teachers want their students to acquire.
- Curriculum Knowledge i.e. the materials and the programmes that serve as ‘tools of the trade’ for teachers.
- Knowledge of Learners and their Characteristics i.e. knowledge of learners of a particular age range (empirical or social knowledge), and cognitive knowledge of learners, comprising of child development and knowledge of a particular group of learners.
- Knowledge of Educational Contexts i.e. including specific school, catchment area and the wider community, including national and international contexts of current and emergent issues for education e.g. globalization, citizenship, use of ICT to support learning.
- Knowledge of Educational Ends (aims) i.e. purposes, values and philosophical and historical influences: both short and long term goals of education and of a subject.
The concepts that I have been confused but later it made me clear are Pedagogical Content Knowledge and knowledge of learners. I was confused in the self-check 5 due to the situational examples.
The resources for a topic in the module have interconnection and have relationship to each other. Like the different teaching knowledge base, sources of knowledge and the relationship of the process of reasoning and action, and the knowledge bases of teaching. I used advance and graphic organizers in the canvass as an output to show its relationship and interconnection.
My beliefs reflect those of the concepts discussed in this module. Before I thought that if you have the knowledge of the content and you master on it, it is enough for effective teaching practice. But after I read the resources, it changes my belief that there are some sources that we should consider for effective teaching. And I want to adopt it in my future endeavor and even I want to endorse it as it is beneficial in learning practices.