TABLE 1.

Overview of relevant knowledge bases for teaching and their constitutive components

Pedagogical content knowledge (PCK) is topic-specific knowledge of teaching and learning.

Knowledge of student understanding includes awareness of students’ prior knowledge about a topic, conceptual difficulties around a topic, and common inaccurate ideas about a topic, and how student thinking about a topic is likely to change with instruction (e.g., Magnusson et al., 1999; Park and Oliver, 2008).

Knowledge of instructional strategies and representations includes awareness of effective examples, analogies, problems, activities, case studies, and visual representations that make a specific topic accessible to students and facilitate learning (e.g., Shulman, 1987; Magnusson et al., 1999).

Pedagogical knowledge (PK) is generalizable knowledge of teaching and learning.

Knowledge of creating opportunities for generative work includes awareness that students learn from cognitively engaging in challenging work during class, knowing the types of tasks and problems that require generative work, and understanding how to facilitate in class to maintain cognitive engagement (e.g., Auerbach and Andrews, 2018).

Knowledge of monitoring and responding to student thinking includes awareness of approaches to elicit detailed student thinking during class and the purposes of accessing student thinking and altering instruction accordingly (e.g., Auerbach and Andrews, 2018).