Domain 1: Content Knowledge and Pedagogy
People say that you can't teach that which you don't know.
In order to be an effective educator, a teacher needs to understand and be aware of relationship within subject areas and understand related pedagogies. Teachers need to understand content and the structure of the discipline; content includes all aspects of a subject: concepts, principles, relationships, methods of inquiry, outstanding issues, and questions (Danielson, 2007, pg. 44). Our students look to us as their main source of information, so it is imperative that the information we convey be accurate. We need to know which concepts and topics are central and which are peripheral; as effective teachers, we also need to recognize which relationships are prerequisite to our content area.
Every content area has different pedagogical skills. Effective educators are aware of common student misconceptions and potential sources of error, and can adjust instruction accordingly (Danielson, 2007, pg. 45). Demonstrating knowledge of content and pedagogy means being flexible and having fluid connections between content understanding and pedagogical representation; students will learn well when the teacher knows his/her stuff and can teach in a way which is efficient, effective, and engaging.
The teachers' pedagogical content knowledge is at the core of successful content teaching. We must reject some ingrained practices in professional learning if we want to raise the standard of teaching and learning in crucial core curriculum areas. Instead, we ought to value and broaden the perspectives of professionals who become proficient at teaching specific subjects. In order to gain this competence, we need also commit to high-quality professional development. By doing this, we encourage the teacher's development as a person and a professional capable of properly guiding a student to academic success. In parallel, we will help the classroom and the educational system as a whole realize its aims and goals.
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