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Pedagogical Content Knowledge (Elements of (Ball, Thames, Phelps (2008)…

- - - - is “represented by the full range of programs designed for the teaching of particular subjects and topics at a given level, the variety of instructional materials available in relation to those programs, and the set of characteristics that serve as both the indications and contraindications for the use of particular curriculum or program materials in particular circumstances”
      - lateral curriculum knowledge and vertical curriculum knowledge
      - • knowledge of different programs and corresponding materials available for teaching the given content,
        • beyond an awareness of the different programs and materials to include knowledge of the effectiveness and implications of programs and materials for given contexts,
        • knowledge of content and corresponding materials in other subject areas of students (lateral curricular knowledge),
        • knowledge of how topics are developed across a given program (vertical curricular knowledge) (in Chauvot, 2008) (in Simsek & Boz, 2015)
    - - The teacher need not only understand that something is so; the teacher must further understand why it is so, on what grounds its warrant can be asserted, and under what circumstances our belief in its justification can be weakened or denied.
      - Teachers must also understand the organizing principles and structures and the rules for establishing what is legitimate to do and say in a field.
- - - - Educational Connoisseurship and Criticism A leader with highly developed pedagogical content knowledge has a strong perspective from which to become a connoisseur of teaching and learning. Connoisseurship broadens and deepens pedagogical content knowledge because it requires a comprehensive understanding of teaching and learning as it unfolds. Eisner explained in his interview that to appreciate the classroom deeply—to lead instruction by fostering extensive pedagogical content knowledge—requires a connoisseur’s perspective. Although educational connoisseurship as a concept is not new, in the current context of accountability it is revolutionary. (Brazer & Bauer, 2013)
      - Quantitative data intended to help leaders understand the state of instruction serve the managerial imperative (Cuban, 1988) because collecting them is efficient, but doing so is not sufficient for instructional leadership. Eisner advocates that educators see the whole classroom experience, and feel and hear it as well, to understand its qualities thoroughly. (Brazer & Bauer, 2013)