Pedagogical Content Knowledge and Teaching Effectiveness: A Review Study

Abstract

Pedagogical Content Knowledge (PCK) has become an important construct in teacher education and also in the research study of instructional effectiveness. PCK is an amalgamation of information about the subject matter and pedagogical practices that are created in service of a particular content, to assist teachers in expressing challenging ideas in the ways that facilitate learning among students. This will be a review of empirical evidence conducted in 2000 to 2025 on the relationship between PCK and teaching effectiveness (indicator of teaching effectiveness) in different educational settings. The research is exploring the behavioral pattern of PCK development to the instructional practices, and the influence it has on the success of the student. The results indicate that the greater the position on PCK, the greater effectiveness in teaching, the greater the effectiveness of interacting with the classroom, and the greater the intervention in student achievement. Nevertheless, there are obstacles, such as low teacher preparation along with their PCK assessment. The conclusion of the review is expressed with the implications on teacher training, curriculum construction, and the future research of PCK.