Journal of Global Research in Education and Social Science

Abstract

Over the last three decades, ‘Pedagogical content knowledge (PCK)' has been considered as providing the theoretical foundations of the new reform for teacher professionalism. However, in spite of the vast number of studies on PCK, there seems no significant progress. This critical review on research of PCK explores the main problems and recommendation for further research as following: Firstly, the multiplicity and vagueness of the social demand for school should be reflected before making any effort to improve teacher's PCK. Secondly, the value of subject matters should be reconceptualized as a means to provide the educational experience and enthusiasm rather than as an ends which needs to be internalized. Finally, the dichotomous division between the scholar's content knowledge and teacher's pedagogical content knowledge is criticized. Because that distinction is derived from objectivism which is now in severe criticisms.