Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Unpredictable Ccurriculum; As a Consequence of the Corona and Post-Corona Eras

Document Type : Original Article

Authors
Nasrin Mahdavi 1
Zahra Niknam 1
Mohammad Attaran 1
nematollah mousapour 2
1 Kharazmi UN
2 Hormozgan UN
Abstract
The purpose of this study is to identify and examine the components of personal knowledge of content pedagogy, which provides an important role in understanding and educational orientation of educators in real classroom situations. In this study, a qualitative approach was used and eleven teachers were selected in a purposeful manner. Data were collected and analyzed through interviews and class observations, simultaneously. Findings showed that the elements and components of personal knowledge of educators' content pedagogy include five main components: "purpose of content pedagogy", "content realm", "content and pedagogy", "content and curriculum" and "content and evaluation". Based on the interpreters' interpretation of the identified components, the educators were divided into two groups: discipline-oriented and context-oriented. Discipline-oriented educators believe that content pedagogy does not have complex dimensions and its purpose is how to reread the subject (textbooks).   
Keywords
Pedagogy Content Knowledge
Teacher Knowledge
Teaching
Shulman
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