CONTENT: UNIT 4 – SOCIAL and EMOTIONAL DEVELOPMENT TIME

ALLOMENT: Week 10-13

INTENDED OUTCOMES: At the end of the unit, the students can:
a. discuss the concepts and theories related to the socio-emotional
development of children and adolescents;
b. make connections using knowledge on current research literature, between
socio- emotional theories and developmentally appropriate teaching approaches
suited to learner’s gender, needs, strengths. Interests and experiences.

A. SOCIO-EMOTIONAL DEVELOPMENT This includes the child’s experience,

expression and management of emotions and the ability to establish positive
and rewarding relationships with others. It encompasses both intra and
interpersonal processes.
Example: Recognizing if one is sad, and asking if he is ok. Understanding
your thoughts and feelings and being able to relate to others.
B. DEVELOPMENT OF SELF and SOCIAL UNDERSTANDING
1. Psychoanalytic Theory (Freud) Sigmund Freud developed the psychoanalytic
theory of personality development which argued that personality is formed
through conflicts among three fundamental structures of the human mind –
the id, ego and super ego.
Freud believed that people could be cured by making conscious their
unconscious thoughts and motivations, thus gaining “insights.” The aim of
psychoanalysis theory is to release repressed emotions and experiences, i. e.
make the unconscious conscious.
According to Freud personality is composed of three elements which work
together to create complex human behaviors. Each component adds its own
unique contribution to personality and the three interact in ways that have a
powerful influence on an individual.
a. The Id
This is the source of all psychic energy, making it the primary component
of personality. It is the only component of personality that is present
from birth. This is entirely unconscious and includes instinctive and
primitive behavior. The id is driven by the pleasure principle which
strives for immediate gratification of all desires, wants and needs. If the
needs are not satisfied immediately, the result is a state of anxiety or
tension.

b. The Ego
The ego develops from the id and ensures that the impulses of the id can
be expressed in a manner acceptable in the real world. The ego functions
in the conscious, preconscious, and unconscious mind. This is the
 component of personality that is responsible for dealing with reality.

The ego operates based on the reality principle which strives to satisfy
the id’s desires in realistic and socially appropriate ways. The reality
principle weighs the cost and benefits of an action before deciding to act
upon or abandon impulses.

The id’s impulses can be satisfied through the process of delayed

gratification, the ego will eventually allow the behavior, but only in the
appropriate time and place. The ego also discharges tension created by
unmet impulses through sensory process thinking, in which the ego tries
to find an object in the real world that matches the mental image created
by the id.

c. The Super ego

This begins to emerge at around age 5. It holds the internalized moral
standards and ideas that we acquire from our parents and society (our
sense of right and wrong).

It provides guidelines for making judgments. The super ego has two
parts:

a. The conscience includes information about things that are viewed as

bad by parents and society. These behaviors are often forbidden and lead
to bad consequences, punishments and feelings of guilt and remorse.

b. The ego ideal includes the rules and standards for behaviors that the
ego aspires to. The super ego tries to perfect and civilize our behavior. It
works to suppress all unacceptable urges of the id and struggles to make
the ego act upon idealistic standards rather than upon realistic
principles. The super ego is present in the conscious, preconscious and
unconscious. According to Freud, the key to healthy personality is a
balance between the id, the ego and super ego. The imbalance between
these elements would lead to a maladaptive personality.

2. The Psychosocial Theory (Erikson) Erik Erikson first published his eight-
stage theory of human development in his 1950 book, Childhood and Society.
Erikson maintained that personality develops in a predetermined order through
eight stages of psychosocial development, from infancy to adulthood. During
each stage, the person experiences a psychosocial crisis which could have a
positive or negative outcome for a personality development.
The crises are of psychological nature because they involve psychological needs
of the individual conflicting with the needs of the society. According to the
theory, successful completion of each stage results in a healthy personality and
the acquisition of basic virtues. These virtues are characteristics strengths
which the ego can use to result subsequent crisis. Failure to successfully
complete a stage can result to a reduced ability to complete further stages and
therefore an unhealthy personality and sense of self.

A healthy balance between initiative and guilt is important. Success in this

stage will lead to the virtue of purpose, while failure will result in a sense of
guilt.
The stages that make up his theory are as follows:1
• Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)
• Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18 months
to three years)
• Stage 3: Initiative vs. Guilt (Preschool years from three to five)
• Stage 4: Industry vs. Inferiority (Middle school years from six to 11)
• Stage 5: Identity vs. Confusion (Teen years from 12 to 18)
• Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)
• Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)
• Stage 8: Integrity vs. Despair (Older adulthood from 65 to death)

3. The Social Learning Theory (Bandura) Albert Bandura emphasizes the

importance of observing and modeling the behaviors, attitudes and emotional
reactions of others. It explains human behavior in terms of continuous
reciprocal interaction between cognitive, behavioral and environmental
influences.
Needs lower down in the hierarchy must be satisfied before individuals can
attend to needs higher up. From the bottom of the hierarchy upwards, the
needs are: physiological, safety, love and belonging, esteem, and self-
actualization.

In social learning theory, Albert Bandura (1977) agrees with the behaviorist
learning theories of classical conditioning and operant conditioning. However,
he adds two important ideas:
1. Mediating processes occur between stimuli & responses.
2. Behavior is learned from the environment through the process of
observational learning.
Mediational Processes
Observational learning could not occur unless cognitive processes were at
work. These mental factors mediate (i.e., intervene) in the learning process to
determine whether a new response is acquired.

Therefore, individuals do not automatically observe the behavior of a model and

imitate it. There is some thought prior to imitation, and this consideration is
called the mediational process.

This occurs between observing the behavior (stimulus) and imitating it or not
(response).

1. Attention
Attentional processes are crucial because mere exposure to a model doesn’t
ensure that observers will pay attention (Bandura, 1972).
The model must capture the observer’s interest, and the observer must deem
the model’s behavior worth imitating. This decides if the behavior will be
modeled.
2. Retention
Bandura highlighted the retention process in imitation, where individuals
symbolically store a model’s behavior in their minds.
For successful imitation, observers must save these behaviors in symbolic
forms, actively organizing them into easily recalled templates (Bandura, 1972).
3. Motor Reproduction
This is the ability to perform the behavior that the model has just
demonstrated. We see much behavior daily that we would like to be able to
imitate, but this is not always possible.
Our physical ability limits us, so even if we wish to reproduce the behavior, we
sometimes cannot.
4. Motivation
Lastly, motivational and reinforcement processes refer to the perceived
favorable or unfavorable consequences of mimicking the model’s actions that
are likely to increase or decrease the likelihood of imitation.
The will to perform the behavior. The observer will consider the rewards and
punishments that follow a behavior.
Additional: Albert Bandura, through his work on social learning theory,
identified three primary models of observational learning:
 1. Live Model: Observing an actual individual perform a behavior.
2. Verbal Instructional Model: Listening to detailed descriptions of
behavior and then acting based on that description.
3. Symbolic Model: Learning through media, such as books, movies,
television, or online media, where behaviors are demonstrated.

C. DEVELOPMENT OF MOTIVATION AND SELF-REGULATION

1. Content Theories
a. Hierarchy of Needs (Maslow)
Maslow's hierarchy of needs is a motivational theory in psychology that
comprises a five-tier model of human needs. The five levels of the hierarchy
are:
1. Physiological: Basic needs like food, water, and shelter.
2. Safety: Security and protection.
3. Love/Belonging: Social connections and relationships.
4. Esteem: Self-esteem and recognition.
5. Self-actualization: Fulfillment of personal potential.
b. ERG Theory (Alderfer)
Clayton Alderfer developed Maslow’s Hierarchy of Needs into a three factor
model of motivation know as the ERG model. In this model the letter E, R, & G
each stand for a different human need: existence, relatedness and growth. The
ERG model is a content theory of motivation.
Alderfer’s model says that all humans are motivated by these three needs. The
most concrete and motivating of Alderfer’s three needs is existence, which
really relates to physical and psychological survival. The next level is the need
for relatedness, a sense of community and a good relationship with yourself.
The least concrete, but still important, of Alderfer’s needs in the ERG model is
growth, which really relates to self-development, fulfillment and the sense of
achieving your potential.

Existence (E) - the need for basic material existence like physiological health
and safety.
Relatedness (R) - the need for interpersonal connections, social status and
recognition.
Growth (G) - the need for personal development, including creative and
meaningful work.
c. Theory of Needs (McClelland)
McClelland’s theory proposes that an individual’s needs are the driving force
behind their behavior. It focuses on three primary needs: achievement, power,
and affiliation.
These needs, according to McClelland, play a crucial role in shaping an
individual’s motivation and ultimately their success in both personal and
professional spheres.

The first of these needs is the need for

a. Achievement.
This need is characterized by the desire to accomplish challenging
goals, take on tasks with personal responsibility, and receive
feedback on one’s performance.
Individuals with a high need for achievement are often driven by a
desire to excel and surpass their own previous accomplishments.
They seek out situations where they can take moderate risks and
receive recognition for their successes.
b. Power.
This need centers around the desire to influence, coach, teach, or
encourage others.
Those with a high need for power are often motivated by the impact
they can have on others and the ability to shape the outcomes of
situations. They may seek leadership positions and enjoy
competition and winning.
 c. Affiliation.
This need is characterized by the desire for friendly and close
interpersonal relationships.
Individuals with a high need for affiliation seek to belong to a
group and value harmonious relationships with others. They often
enjoy social activities and prioritize cooperation and teamwork.

d. Two Factors Theory (Herzberg)

The two-factor motivation theory, otherwise known as Herzberg’s motivation-
hygiene theory or dual-factor theory, argues that there are separate sets of
mutually exclusive factors in the workplace that either cause job satisfaction or
dissatisfaction (Herzberg, 1966; 1982; 1991; Herzberg, Mausner, &
Snyderman, 1959).
Generally, these factors encourage job satisfaction and relate to self-growth
and self-actualization.
The two-factor motivation theory has become one of the most commonly used
theoretical frameworks in job satisfaction research (Dion, 2006).
To Herzberg, motivators ensured job satisfaction, while a lack of hygiene
factors spawned job dissatisfaction.
To Herzberg, motivators ensured job satisfaction, while a lack of hygiene
factors spawned job dissatisfaction.
2. Process Theories
a. Reinforcement Theory (Skinner)
Reinforcement theory is the process of shaping behavior by controlling
consequences of behavior. It proposes that you can change someone’s behavior
by using reinforcement, punishment, and extinction. Rewards are used to
reinforce the behavior you want and punishments are used to prevent the
behavior you do not want.
Key concepts of Reinforcement Theory:
1. Positive reinforcement occurs when the consequence resulting in the
behavior you are attempting to produce increases the probability that the
desired behavior will continue. If a sales person performs well, he may
receive a bonus which reinforces the desire to make sales.
2. Negative reinforcement occurs when negative consequence is withheld,
if the behavior you desire is demonstrated which will increase the
probability that the behavior you are seeking will continue. Negative
reinforcement is not the same as punishment.

Example: Giving an exemption in the final examination. You exempt the

student from taking the final examination because of very satisfactory
performance. This is a negative reinforcement not a punishment.

Punishment occurs when you impose a negative consequence o reduce an

undesirable behavior. It is imposing a negative consequence to discourage an
unwanted behavior
Example: getting your wages docked for being late to work. This
punishment is often used as a last resort in an attempt to reshape the
employee’s behavior because it can result in bad consequences and create
more pressure and stress for the employee.

Extinction - a means to stop someone’s learned behavior. You attempt to

extinguish a behavior by withholding the positive reinforcement that
encouraged the behavior. Extinction is a means to stop someone from
performing a learned behavior. The term used for these processes is called
operant conditioning.
Example: You used overtime pay as a positive reinforcement to bring
workers in on weekends. When you stop approving overtime, workers no longer
come in on weekends to work. Their learned behavior is extinguished.
b. Expectancy Theory (Vroom)
This is a motivation theory first proposed by Victor Vroom. This theory
proposes that an individual will behave or act in a certain way because he is
motivated to select a specific behavior over others due to what he expects the
result of that expected behavior.
Expectancy theory has three elements:

1. Expectancy (E P), effort performance Expectancy is the belief that one’s

effort (E) will result in the attainment of desired performance (P) goals.
2. Instrumentality (P O), performance outcome This is the belief that a
person will receive a reward if the performance expectation is met. This
reward may be a pay increase, promotion, recognition or sense of
accomplishment. Instrumentality is low when the reward is the same for all
performance given.
3. Valence V(R), outcome reward This is the value an individual places on
the reward of an outcome, which is based on his needs, goals, values and
sources of motivation.

c. Goal Setting Theory (Locke)

This refers to the effects of setting goals on subsequent performance. Edwin
Locke found that individuals who set specific difficult goals performed better
than those who set general, easy goals.
The elements:
1. Goal acceptance /Goal commitment
Before a goal can be motivating to an individual, one must accept the goal.
Goal commitment is the degree of determination one uses to achieve an
accepted goal.
2. Goal specificity
A goal must be specific and measurable. It should answer the who, what,
when, where, why and how of the expectations of the goal. The more specific
the goal, the more explicitly the performance will be affected. Specific goals lead
to higher task performance than vague or abstract goals. In order for
performance to increase, goals must be challenging.
3. Goal difficulty
Goals are proven to be an effective motivation tactic if difficulty is taken into
consideration. They should be set high enough to encourage high performance
but low enough to be attainable. The greatest motivation and performance are
achieved with moderately difficult goals (between too easy and too difficult).
They should be attainable but at the same time they must be a challenge.

d. Self-determination Theory
Self-Determination Theory (SDT) represents a broad framework for the study
of human motivation and personality. SDT articulates a meta-theory for
framing motivational studies, a formal theory that defines intrinsic and varied
extrinsic sources of motivation, and a description of the respective roles of
intrinsic and types of extrinsic motivation in cognitive and social development
and in individual differences.
Perhaps more importantly, SDT propositions also focus on how social and
cultural factors facilitate or undermine people’s sense of volition and initiative,
in addition to their well-being and the quality of their performance.
Conditions supporting the individual’s experience of autonomy,
competence, and relatedness are argued to foster the most volitional and
high quality forms of motivation and engagement for activities, including
enhanced performance, persistence, and creativity.
In addition, SDT proposes that the degree to which any of these three
psychological needs is unsupported or thwarted within a social context will
have a robust detrimental impact on wellness in that setting.

D. MORAL DEVELOPMENT THEORIES

1. Piaget
Piaget believed the children’s understanding of moral issues underwent a
fundamental reorganization. Children are beginning to overcome the
egocentrism of middle childhood and have developed the ability to see moral
rules from other people’s point of view.
Children understand that people make rules and can change them. Older
children recognize that rules are needed to prevent quarreling and to ensure
fair play.

Overall, Piaget describes morality of children as an autonomous morality, one

that is subject to its own laws. The change is partly seen as a result of the
child’s general cognitive development and partly due declining egocentrism and
partly to the growing importance of the peer group.
2. Kohlberg
Theory of Moral Development Lawrence Kohlberg based his theory on the
findings of Piaget in studying cognitive development. According to him our
ability to choose right from wrong is tied with our ability to understand a
reason logically.

Kohlberg like Piaget, believed that children form ways of thinking through their
experiences which include understanding of moral concepts such as justice,
rights, equality, and human welfare. He identified six stages of moral reasoning
and grouped into three major levels.

Each level represents a significant change in the social-moral reasoning of a

person.

Level Stage Description

Pre-Conventional

1. Punishment/Obedience Moral reasoning - is based One is motivated by fear

of on the consequence of the punishment. He will act in act, not on whether the
act order to avoid punishment. is good or bad.

2. Mutual benefit - One is motivated to act by the benefit that one may obtain
later. “You scratch my back, I’ll scratch yours”.

Conventional

3. Social approval Moral reasoning - is based One is motivated to act by on the

conventions or what others expect in “norms” of society. These behavior – good
boy, good may include approval of girl. The person acts because others, law
and order. he values how he will appear to others. He gives importance on what
people will think or say.

4. Law order - One is motivated to act in order to uphold law and order. The
person will fall on the law because it is a law.

Post-conventional

5. Social Contract Moral reasoning - is based Laws that are wrong can be on
enduring or consistent changed. One will act based principles. It is not just on
social justice and the recognizing the law but common good. the principles
behind the law.

6. Universal Principles - This is associated with the development of one’s

conscience. Having a set of standards that drives one to possess moral
responsibility to make societal changes.
When Piaget began working on his theory of cognitive development, there were
some very big differences between what he was doing and what had been done
in the past.

• Rather than concentrating on all learners, Piaget focused on children.

• Piaget’s theory did not discuss the learning of a specific behavior or the
learning of information, but rather his theory looked at overall development.

• Instead of the common notion that cognitive development was gradual and
the amount of behaviors grew and became more complex, Piaget proposed a
series of discrete stages that were evident by qualitative differences.

Piaget believed that instead of being less competent than adults, children are
actually born with a basic mental structure that is the result of genetics and
evolution, and that this structure is what knowledge and learning is derived
from. From this assumption,

Piaget attempted to explain the processes and mechanisms infants and

children develop that eventually lead them to think with reason and with the
use of hypotheses.

Piaget believed that children create an understanding of their environment and

experience discrepancies between what is already known and what will be
discovered. His theory of cognitive development can be broken down into three
different components:

1. Schemas: Schemas are the basic building blocks, or units, of knowledge.

Each schema relates to one part of the world, such as actions, objects, and
concepts. Each schema is a series of linked representations of the world that
are used to understand and respond to a particular situation.

For example, if a parent shows their child a picture of a dog, the child will
create a schema of what a dog looks like: it has four legs, a tail, and ears.

If a child can explain what he or she perceives with existing schemas, this is
known as being in a state of equilibrium, or mental balance.

Schemas are stored so that they can be applied later on. For example, a child
might form a schema about how to order food at a restaurant, and so the next
time that child is at a restaurant, he or she will be able to apply what he or she
has learned to this new and similar situation.
Piaget also claimed that some schemas are genetically programmed into
children, such as a baby’s impulse to suck on things.

2. Processes that allow one stage to transition into another: Piaget believed
intellectual growth was the result of adaptation and the need to always be in a
state of equilibrium. Adaptation of knowledge occurs in two ways:

• Assimilation: Using a schema that already exists and applying it to a new

situation.
• Accommodation: Changing an existing schema to take in new information.

To better understand how assimilation and accommodation work, we can look

at the earlier situation of the parent showing their child what a dog looks like.
The child now has a schema of what a dog is: four legs, a tail, ears, etc. When
the child is approached by an actual dog, the child now faces new
characteristics that were not originally part of their schema. The dog is furry;
the dog licks; the dog can bark. Because these were not in the original schema,
there is disequilibrium and the child begins to construct meaning. When the
parent confirms that this information is also for a dog, assimilation occurs and
equilibrium is regained as the child incorporates this information into the
original schema.
But what if the child saw a cat? The cat has some similar features as a dog;
however, it is a different animal. It meows, has the ability to climb, and moves
and acts differently from a dog. As a result of seeing the cat, the child is placed
in disequilibrium and must accommodate this new information. A new schema
is formed and the child returns to a state of equilibrium.

3. The Stages of Development: Piaget believed that cognition develops in four

stages. These stages occur in every child and follow the same exact order, no
matter the child’s culture or the part of the world they live in; though, some
children may never reach the later stages.

• Sensorimotor (birth–two years)

This stage focuses on object permanence, where a child comes to the
realization that objects will continue to exist even if they are not seen or heard
by the child.
• Preoperational (two–seven years)
This stage focuses on egocentrism, meaning that from two to seven years old,
children are not able to understand the point of view of others.
• Concrete Operational (seven–eleven years)
This stage focuses on conservation, meaning that children are still not able to
understand concepts that are abstract or hypothetical, but can begin thinking
logically about concrete events.
• Formal Operational (eleven years and older)
This stage focuses on the child’s ability to manipulate ideas in their head, or
think abstractly. It is during this stage that deductive reasoning, logical
thought, and systematic planning emerge.
3. Turiel
According to Elliot Turiel's theory also known as Social Domain Theory (STD),
the child's concepts of morality and social convention emerge out of the child's
attempts to account for qualitatively differing forms of social experience
associated with these two classes of social events. Actions within the moral
domain, such as unprovoked hitting of someone, have intrinsic effects (i.e., the
harm that is caused) on the welfare of another person. Such intrinsic effects
occur irregardless of the nature of social rules that may or may not be in place
regarding the action. Because of this, the core features of moral cognition are
centered around considerations of the effects which actions have upon the
well-being of persons. Morality is structured by concepts of harm, welfare, and
fairness.

In contrast, actions that are matters of social convention have no intrinsic

interpersonal consequences.

Example:
There is nothing intrinsic to the forms of address we employ that makes calling
a college teacher "professor" better or worse than calling the person Mr. or Ms.,
or simply using their given names. What makes one form of address better
than another is the existence of socially agreed upon rules. These conventions,
while arbitrary in the sense that they have no intrinsic status, are nonetheless
important to the smooth functioning of any social group.
Turiel notices that the differentiation between the societal, personal and moral
domains appears early in life (at three years of age) but that doesn’t mean that
it’s innate. Rather, he believes it might originate in the experiences and
interactions children engage in during their first years.
Conventions provide a way for members of the group to coordinate their social
exchanges through a set of agreed upon and predictable modes of conduct.
Concepts of convention then, are structured by the child's understandings of
social organization.
He also emphasizes that morality is not primarily negative (as one might infer
from Freudian or behavioristic formulations); in other words, it’s not about the
inhibition of aggressive or sexual impulses.
4. Gilligan
Moral development is the way a person decides to consider what is ethical,
socially acceptable, or right vs. wrong in order to drive their behavior. Carol
Gilligan's theory of moral development outlines how a woman's morality is
heavily influenced by caring about personal relationships. Gilligan's theory is a
modification of her professor Lawrence Kohlberg's theory of moral development.
Gilligan named her theory the Ethics of Care, which she suggests happens in
three stages. Gilligan did not attach ages to the stages, declaring that only a
woman's evolving self-perception and interpersonal reasoning can move her
through each stage.

The first stage is the pre-conventional stage. This stage is when a woman is
focused on herself, meaning only her needs and self-interests are of any
importance.
The second stage is the conventional stage, where women begin to consider
their responsibilities towards others. Moving into this stage means that a
female is experiencing selflessness and is orienting herself to the feelings of
others.
The third and final stage is the post-conventional stage, where a woman fully
understands the interdependence that exists between herself and others. This
is the highest stage that a woman can reach. A female makes a decision on a
universal level as she has learned that she has to take full responsibility for her
actions, while also choosing to take care of others.

E. CURRENT RESEARCH AND PEDAGOGICAL APPLICATIONS

PEDAGOGY
MOST COMMONLY UNDERSTOOD AS THE APPROACH TO TEACHING, IS THE
THEORY AND PRACTICE OF LEARNING, AND HOW THIS PROCESS
INFLUENCES, AND IS INFLUENCED BY, THE SOCIAL, POLITICAL AND
PSYCHOLOGICAL DEVELOPMENT OF LEARNERS.
PEDAGOGY, TAKEN AS AN ACADEMIC DISCIPLINE, IS THE STUDY OF HOW
KNOWLEDGE AND SKILLS ARE IMPARTED IN AN EDUCATIONAL CONTEXT,
AND IT CONSIDERS THE INTERACTIONS THAT TAKE PLACE DURING
LEARNING.

Cognitive Development
•Cognitive development is how humans acquire, organize, and learn to use
knowledge (Gauvain & Richert, 2016). In psychology, the focus of cognitive
development has often been only on childhood. However, cognitive development
continues through adolescence and adulthood. It involves acquiring language
and knowledge, thinking, memory, decision making, problem solving, and
exploration (Von Eckardt, 1996). Much of the research within cognitive
development in children focuses on thinking, developing knowledge, exploring,
and solving problems (Carpendale & Lewis, 2015).
•Cognitive development means how children think, explore and figure things
out. It is the development of knowledge, skills, problem solving and
dispositions, which help children to think about and understand the world
around them

Pedagogical Applications --→ Cognitive Development

Connects with assets that is needed to present.
Create cognitive psychology based on the learning process.

Pedagogical Content Knowledge (PCK)

•Pedagogical content knowledge is the combining of pedagogy and subject
content knowledge which Shulman re-emphasized in the 1980s.
•Le e Shulman was a teacher education researcher who worked towards
expanding and improving knowledge about teaching and teacher preparation.
He posited that simply developing general pedagogical skills were insufficient;
he believed that the key to distinguishing the knowledge base of teaching
rested at the intersection of content and pedagogy. he established pedagogical
content knowledge as teachers’ interpretations and transformations of subject-
matter knowledge in the context of facilitating student learning.

Key Elements Of Pedagogical Content Knowledge

1. Knowledge Of Representations Of Subject Matter

•Subject Matter Knowledge extends beyond knowing a lot about
something. It suggests that both educators and students think in a
disciplined manner that they can apply to a multitude of places and
situations.
•A teacher's understanding and expertise in the content area they are
teaching.
2. Understanding Of Students’ Conceptions Of The Subject And The
Learning
•PCK illustrates how the subject matter of a particular discipline is
transformed for communication with learners. It includes recognition of
what makes specific topics difficult to learn, the conceptions students
bring to the learning of these concepts, and teaching strategies tailored
to this specific teaching situation.
3. Curriculum Knowledge
•The purpose of the curriculum is to facilitate effective student learning;
it is much more than guiding them to learn specific chapters in math,
science or literature.
•Reflects the national culture in which a school operates – different
countries have different expectations of their students, even if teaching
practices are similar.
4. Knowledge Of Educational Contexts
•Teachers indeed need to understand subject matter deeply and flexibly
so they can help students map their own ideas, relate one idea to
another, and re direct their thinking to create powerful learning.
•Provide students with plenty of opportunities to achieve learning
outcomes and develop the knowledge, skills and understandings that are
essential to all areas of the curriculum.
5. Knowledge Of The Purpose Of Education
•Cochran et al. (1993) highlighted that Shulman’s concept of PCK is
stagnant and divided into various components; they remarked that a
teacher’s knowledge of teaching should be dynamic, developing and
continuously growing. Therefore, the revised version that came to be
known as pedagogical content knowing PCKg outlined a few vital aspects
of teacher education.
It emphasized:
•Subject matter knowledge
•Knowledge of pedagogy
•Knowledge of students
•Knowledge of environmental contexts