The Link between Teaching, the Curriculum and Pedagogical Knowledge - Literature review Example

Running Head: THE LINK BETWEEN TEACHING, THE CURRICULUM AND PEDAGOGICAL KNOWLEDGE. The link between teaching, the curriculum and pedagogical knowledge Name Course Institution Date The link between teaching, the curriculum and pedagogical knowledge Introduction Teaching is a multifaceted profession revolving around a number of aspects that are integral to the learning process. Curriculum and pedagogical knowledge are some of the core facets of formal learning thus they that cannot be alienated from teaching as a profession (Pady, 2006). According to Blatchford (2008), a curriculum can be described as the sum total of events, activities and experiences that occur within a learning environment and are aimed at fostering learning and the cognitive development of a student. It is believed that a curriculum offers teachers the strategies and ideas for promoting and evaluating the progress of students. Without the guidance of a curriculum it would be difficult for teachers to determine whether they have realized the set learning outcomes. Ellison (2007) notes that pedagogical knowledge is a particular content of knowledge that includes an understanding on what makes the learning of particular topics simple or difficult. Evidently there is a close link between teaching as a profession the curriculum and pedagogical knowledge. This paper seeks to examine the link between teaching as a profession, and curriculum and pedagogical knowledge, as presented in literature. Foremost, the paper will explore what recent literature depicts on the relationship between teaching as a profession and the curriculum. Secondly, it will explore the link between teaching as a profession and pedagogical knowledge. Teaching as a profession and the curriculum According to Barlett (2011), over the years teachers have been considered as “critical connections” or key role players in the process of curriculum development. Barlett explains that critical connections is a term used to describe the importance of the decisive role that teachers play in the curriculum development process and their role in influencing the effective outcomes in the course of the curriculum making process. There may be other connections interacting influences during the process of curriculum development however teachers are the principal connectors between the process of curriculum formulation and curriculum enactment. Barlett (2011) draws on to the findings of Brindley (1989) who observes that principles of career development mainly focus on the teachers mainly because, guidelines or frameworks used in curriculum development are often derived from teachers practice. Secondly, the designed frameworks enable teachers to choose the appropriate curriculum elements, they also cater for different levels of teacher skills and different modes of use. Generally, in as much as curriculum development frameworks are curriculum planning tools they also act as teacher development tools (Barlett 2011, p 65). Based on these observations it is evident that teachers play a crucial role in the process of curriculum development similarly, the process of curriculum development helps to develop teachers therefore it is safe to conclude that curriculum development is also teacher development. Carl (2009) suggests that the link between teaching as a profession and the curriculum is embedded on the role of teachers are curriculum agents. He notes that when considering the role of teachers as curriculum agents, the question of teacher participation and freedom with regards to curriculum development comes into play. In order for teachers to act effectively as career agents, Carl notes that there is need to empower the role of teachers in curriculum development and implementation. Through a review of literature Carl establishes that the teacher’s view towards the curriculum is very imperative. A teacher who is empowered considers the does not consider the curriculum as a guideline or syllabus that they should deviate from, rather an empowered teacher will view curriculum guidelines as tool of exploration that can be employed to make learning more meaningful and relevant. Drawing on to previous studies, Carl examines how the empowerment of teachers is imperative in ensuring that teachers are effective and fully fledged curriculum agents. He examines the nature of control and supervision in school systems and observes that teachers who are empowered act as effective curriculum agents by facilitating lessons and making learners not only participate in their own learning process but also the learning process of their counterparts(Carl ,2009). In retrospect Carl (2009), alludes to the notion of the manifestation of teachers’ empowerment as effective curriculum agents. He notes that there is a big difference between empowered and un-empowered teachers. According to Carl, teachers who are empowered portray professionalism such that the risk of giving teachers greater control over the curriculum is minimized. Secondly, the empowerment teachers can be characterized by “liberal humanism”. This concept accentuates on emancipation and freedom in the course of designing the curricula. Teachers empowerment is also manifested in the way in which teacher convey their freedom when implementing the curriculum by determining their objectives and requirement at each stage of learning. Moreover, Carl point out that the process of empowering teachers incorporates their involvement in the development of the curriculum, school syllabus and fuller subject circulation. In some instances the involvement of teachers is direct whereas sometimes it can be indirect. In order for the involvement or contributions of teachers to be significant a certain level of skill, aptitude and knowledge is essential and can be manifested in various ways. Teachers are expected not to be mere implementers of the curriculum but development agents who are able to develop and implement the curricula creatively and dynamically. With reference to the sentiments of Carl (2009), it is therefore apparent that one of the links between teaching as a profession and the curricula revolves around the role of teachers as curriculum agents. Nonetheless, the effectiveness of teachers as curriculum largely depends on the empowerment that they have been given (Carl, 2009). In “Teachers’ experience of curriculum” Ayers et al (2008) examines the intersections of the curriculum, public policy and the experiences of teachers. He also examines the alternative constructs that seek to liberate action of teachers and students in the curriculum and teaching in general. Ayers et al establishes that teachers have the power to unite their experiences and the curriculum. He notes that the existing education policies act as instruments by which curricula questions such as ‘what knowledge is worthwhile?’ ‘Why is it worth while?’ ‘How can it be created or acquired?’ are shaped, judged and implemented. Ayer’s et al also observes that educational policies and curriculum are often enacted based on the circles of economic, cultural and political conditions. Teachers have the firsthand experience with the content and scope of the curriculum thus they have to act as libertory curriculum activists in order to meet the needs of learners that are beyond the existing economic, cultural and political conditions. Therefore, based on the sentiments of Ayers et al (2008) the link between teaching as a profession and the curriculum is based on the role of the teachers as libertory curriculum activists (Ayers et al, 2008). Craig & Ross (2008) in “Cultivating the Image of Teachers as Curriculum Makers” notes that teachers are the mediators between the curriculum and the outcomes of students. In retrospect Craig and Ross allude to literatures that portray the image of teachers as curriculum makers. Based on a series of reviewed studies Craig and Ross establish that the role of teachers in the course of the curricula making process is imperative. The role of teachers in this process may involve identifying the underlying problems and presenting concrete solutions that will ensure effective learning outcomes for students. It is believed that designing a curriculum for teachers to implement later for instructional purposes is like “putting the cart before the cart before the horse” therefore the involvement of teachers in the curricula making process is imperative during the initial processes of development and also during the stages of implementation. In reference to the sentiments of Craig & Ross (2008) it is thus apparent that the link between teaching as a profession and the curricula is embedded on the role of teachers as curriculum makers (Craig & Ross, 2008). Teaching and pedagogical knowledge One of the commonly referred to concepts on pedagogical knowledge is Shulman’s concept of “pedagogical content knowledge”. Mullock (2006) observes that Shulman’s concept identifies pedagogical knowledge as knowledge that enables teachers to know what teaching approach is appropriate for a particular content and how the various elements of content can be arranged in order to ensure better teaching. Moreover, this knowledge touches on pedagogical techniques, the formulation and representation of concepts and epistemology theories. It also comprises of knowledge that students bring in the learning scene, this knowledge can be used by teachers to facilitate specific learning task that make the learning process of students to become easy (Mullock, 2006). Pedagogical knowledge is one of the important knowledge content that Ellison (2007) identifies as crucial for teachers to have in order for them to be effective in class. He argues that pedagogical knowledge is imperative mainly because it accentuates on formulating and representing the subject in ways that is easy for students to understand, it also fosters an understanding on what makes particular learning themes simple or difficult. Ellison points out that previous research studies have demonstrated that knowledge is a powerful force in instruction and learning. Furthermore, previous research studies portray knowledge as modifiable, pervasive and individualistic. However, when it comes to pedagogical knowledge Ellison maintains that attaining pedagogical knowledge substantively and conceptually requires the attending of teachers. Based on Ellison’s perspective, it is apparent that the relationship between teaching and pedagogical knowledge is that teaching act as an agent of imparting pedagogical knowledge (Ellison, 2007). Mullock (2006) suggests that pedagogical knowledge is based on what teachers do in the classroom. She defines pedagogical knowledge as an accumulated knowledge revolving around teaching with regards to strategies, goals, procedures that make up the basis of what teachers do in the classroom. Moreover, Mullock observes that pedagogical knowledge has its root on the thoughts, values, attitudes and beliefs that the teachers have developed over the years. Therefore, based on Mullock’s observation the link between pedagogical knowledge and teaching is that pedagogical knowledge is determined by the thoughts, values, attitudes and beliefs that the teachers have developed over the years. This in turn reflects on the strategies, goals, procedures that teachers employ in the classroom (Mullock, 2006). A publication by Teacher Education Done Differently (TEDD) in 2010 depicted the importance of pedagogical knowledge in teaching. TEDD is a project by the Queensland University of Technology sponsored by the Australian Government Department of Education, the program aims at enhancing the quality of education through quality mentoring and real world experiences. According to the TEDD publication, pedagogical knowledge is fundamental to successful teaching (TEDD, 2010).Effective teaching encompasses the articulation of pedagogical knowledge. The various aspects of pedagogical knowledge such as planning, timetabling, teaching strategies, content knowledge, classroom management and problem solving contribute to holistic and effective teaching. For example, pedagogical knowledge in planning is very essential in teaching, through this knowledge teachers can formulate their lesson plans based on the syllabus aims and learning outcomes, moreover knowledge in planning can help teachers to align the aims and outcomes of their lesson to the assessment objectives. In addition knowledge in planning can help teachers to identify ways that they can cater to students with special talents or needs (TEDD, 2010). Moreover, pedagogical knowledge on teaching strategies helps teachers to analyse and incorporate teaching strategies that are appropriate and can be employed within various stages of learning. It is therefore apparent that pedagogical knowledge is essential in teaching since it promotes effective and holistic teaching. Drawing on to Kansanen’s point of view, in the paper “The curious affair of pedagogical content knowledge,” Dijk (2009) notes that in this paper Kansanen attempts to find the core of pedagogical knowledge by analyzing its relationship with three key elements revolving around processes of teaching, studying and learning. These three elements include the teacher, the student and the subject matter. Kansanen present the elements of the teaching-learning process using the didactic triangle, a tool commonly used to structure in the educational field research. Dijk observes that in the triangle Kansanen represents the relationship between the content and the students as studying. On the other hand, Kansanen characterizes the relationship between the content and the student as a didactical relation. Therefore, in order for a teacher to help students in their studies or learner, it is implied that the teacher has adequate content knowledge, has a healthy relationship with the student and it is also implied that the teacher employs pedagogical knowledge to represent learning content in a manner that will enable students to learn optimally. Pedagogical knowledge is regarded as one of the most important aspect of this interaction (Dijk, 2009). Moreover, Dijk examines the way in which Kansanen presents various considerations revolving around the nature of pedagogical knowledge. Dijk notes that the there are two underexposed issues in the text that are relevant to ones understanding concerning the various presented considerations. The observation that Dijk makes is that the presented considerations are based on two varying perspectives of pedagogical knowledge. The first perspective shows that pedagogical knowledge is a body of knowledge that exists independent of the teacher hence it can be represented as an abstract of ideas in teacher textbooks and education. The second perspective portrays pedagogical knowledge as a subjective representation that is an element revolving around the personal professional knowledge of the teacher (Dijk, 2009). Dijk accentuates on the second perspective citing that the first perspective does not clearly enhance one’s understanding on pedagogical knowledge. Dijk notes that a good number of empirical research problems are rooted on the basis that pedagogical knowledge is personal teacher knowledge that incorporates the transformation of other knowledge types. This in turn makes it difficult to understand how other knowledge orientations, categories and teaching experience determine the development of pedagogical knowledge (Dijk, 2009). Conclusion Teaching as a profession is multifaceted in nature thus it incorporates different aspects that enhance the learning process. The curriculum and pedagogical knowledge are vital elements of formal learning that also influence the teaching practice. Research studies reviewed in this paper show a relationship between teaching as a profession, the curriculum and pedagogical knowledge. For instance, Barlett (2011) observes that teachers are “critical connections” or key role players in the process of curriculum development. In this case Barlett depicts the importance of the decisive role that teachers play in the curriculum development process and their role in influencing the effective outcomes in the course of the curriculum making process. Furthermore, a review of other studies show that teachers act as curriculum makers (Craig & Ross, 2008), libertory curriculum activists (Ayers et al, 2008) and curriculum agents (Carl, 2009). The review of these shows a close link between teaching as a profession and the curriculum. With regards to the relationship between teaching as a profession and pedagogical knowledge, most researchers have built on concept of pedagogical knowledge. For instance, Mullock (2006) observes that Shulman’s concept identifies pedagogical knowledge as knowledge that enables teachers to know what teaching approach is appropriate for a particular content and how the various elements of content can be arranged in order to ensure better teaching. Through a review of literature, it is established in this paper that the link between teaching and pedagogical knowledge is mostly embedded on pedagogical knowledge as a subjective representation of a teacher’s personal professional knowledge (Dijk, 2009). References Ayers, W., Quinn, T., Stovall, D. (2008). Teachers’ Experience of Curriculum. In Connelly, M., Fang He, M. & Phillion, J. The SAGE handbook o curriculum and instruction. California: Sage Publications. Barlett, L. (2011). Curriculum Development is about teacher development. Retrieved on April 5, 2010 from Blatchford, I. (2008). Understanding the relationship between curriculum, pedagogy and progression in learning. Hong Kong Journal of Early Childhood Vol 7, No.2. Carl, A. (2009). Teacher empowerment through curriculum development: Theory into practice. 3rd Edition. Cape Town: Juta and company Ltd. Craig, C. & Ross, V. (2008) .Cultivating the Image of Teachers as Curriculum Makers. In Connelly, M., Fang He, M. & Phillion, J. The SAGE handbook of curriculum and instruction. California: Sage Publications. Dijk, E. (2009). Pedagogical content knowledge in sight? A comment on Kansanen. Orbis scholae, 2009, Vol. 3, No. 2, pp. 19–26. Ellison, V. (2007). A Preliminary investigation of pedagogical content knowledge and technique in the teaching of Spanish to native –speakers, Radical Pedagogy 1524-6354. Mullock, B. (2006). The Pedagogical Knowledge Base of Four TESOL Teachers. The Modern Language Journal. Vol. 90, No. 1. Pp. 48-66. Pady, L. (2006). Teaching as a profession. Delhi: Cybertech publications. Teacher Education Done Differently (TEDD)(2010). Pedagogical knowledge. Retrieved on April 5, 2010 from Read More