Content knowledge (CK) is most important in professional development. A better CK overall allows instructors to navigate the material better and assess student dynamics. First of all, CK allows the teacher to identify better students’ mistakes in mastering the material and correct strategies, which in general increases their achievements and the teacher’s efficiency (Suharta & Parwati, 2019). In this regard, it is most important that the teacher is familiar with the basic concepts and theories, history and development, as well as with recent research in the field of the subject (Santos & Castro, 2021). These aspects allow the teacher to integrate more valuable learning material into their lessons, as well as respond to the specific educational needs of students. In the framework of professional development, this aspect is most important, as it is the basis of pedagogical practice. Knowledge of pedagogical techniques is an auxiliary skill, as it is aimed at the most effective transfer of the content of the subject.
Within the framework of professional development, it is possible and even preferable to achieve both outcomes. Grieser and Hendricks (2018) that using CK “lead to high teacher and student self-efficacy beliefs, resulting in further effective teaching and learning” (p. 17). The researchers also recommend integrating CK and pedagogical knowledge (PK) to achieve the most successful practice (Grieser & Hendricks, 2018; Nind, 2020). Li et al. (2021) identify that the main factor in the successful development of pedagogical content knowledge (PCK) is a professional and effective development program that integrates the principles of both approaches. In this situation, professional development is based precisely on the achievement of both outcomes since they are critically important for quality education. The transfer of content is impossible without the use of pedagogical practices, which is important to be aware of in order to achieve the best students’ learning results.
Grieser, D. R., & Hendricks, K. S. (2018). Review of literature: Pedagogical content knowledge and string teacher preparation. Update: Applications of Research in Music Education, 37(1), 13-19. Web.
Li, S., Liu, L., & Jiang, A. L. (2021). Understanding the development of Chinese EFL student–teachers’ pedagogical content knowledge. Frontiers in Psychology, 12, 1-16. Web.
Nind, M. (2020). A new application for the concept of pedagogical content knowledge: Teaching advanced social science research methods. Oxford Review of Education, 46(2), 185-201. Web.
Santos, J. M., & Castro, R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences & Humanities Open, 3(1), 1-8. Web.
Suharta, G., & Parwati, N. (2019). Relationship between teacher’s content knowledge, pedagogical content knowledge, and self-efficacy and its impact on student’s mathematics learning achievement. Advances in Social Science, Education and Humanities Research, 438, 293-296.