Developing subject knowledge Friday 27th September 2013

What counts as subject knowledge?

Subject knowledge vs pedagogic content knowledge

What’s the difference?

PCK first described by Shulman (1986)

PCK“The transformation of subject matter for teaching (Shulman, 1986) occurs as the teacher critically reflects on and interprets the subject matter; finds multiple ways to represent the information as analogies, metaphors, examples, problems, demonstrations, and classroom activities; adapts the material to students’ abilities, gender, prior knowledge, and preconceptions(those pre-instructional informal, or nontraditional ideas students bring to the learning setting); and finally tailors the material to those specific students to whom the information will be taught”

Cochran, DeRuiter, and King (1993: 264)

•Cochran, K. F., DeRuiter, J. A., & King, R. A. (1993) Pedagogical content knowledge: An integrative model for teacher preparation. Journal of Teacher Education 44/4: 263-271.•Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher 15-2: 4-31.

Ways to develop MFL subject knowledge

Subject institutions (Institut français etc.)

Special events (e.g. ISMLA German Day 16th Nov)

Professional associations: join ALL http://www.all-languages.org.uk/join/join_us/student_associate_membership

Reading (whatever interests you …)

Film / TV / Current affairs

Networking (see Twitter, Facebook and blogs suggestions)

Further study (evening classes, an MA or informal study)

Peer support (German group / intercambios / talk to the FLA)

Trips / holidays (NB Comenius funded language courses, see http://www.britishcouncil.org/comenius-in-service-training.htm)

Anything that nurtures your passion for languages. Can you think of anything else ?

Subject knowledge audit (SKA)• The four skills

• Knowledge of grammar / linguistic structures

• Cultural knowledge

Please circle the statements from 5 (least confident) to 1 (most confident). Today is Date

1. We will ask you to revisit this at different dates throughout the year.

Keep it in the back of your PDP

Peer support

Teaching each other using a resource, with some cultural significance for that language.

Language-specific issues

List three aspects for each of your two languages which learners may find particularly difficult. These may relate to phonology, grammar or vocabulary, or a combination of these.

(How could these be addressed in class?)

ErasmusA special feature of the King’s PGCE. A unique opportunity!

You do a third teaching practice abroad (equivalent number of lessons in school)

Improve your proficiency in your minor language

Broaden your knowledge and awareness of target culture and different education systems

Five partner institutions

Austria – Linz Pädagogische Hochschule

France – Paris IV (Sorbonne)-IUFM de Paris

Germany – Universität Bielefeld

Spain – Universitat de Barcelona– Universidad Complutense de

Madrid

ArrangementsAccommodation arrangements depend on local

context

There is a travel grant (previous Erasmus participants not eligible but can still participate unfunded)

You must hold an EU passport

You must be progressing satisfactorily on the PGCE

Expression of interest is firm but not binding (numbers are limited!)

You do an extra assignment to write up your experience (fuller details will follow)

If interested …Provide the following details:

KCL student id no

Name

Desired location

Date of birth

Age

Nationality