Changes in the concept of general pedagogical knowledge in teacher knowledge research

Focusing on generality and contextual dependency

Abstract

　　 This paper aims to clarify the meaning of general pedagogical knowledge (GPK) and its defining elements, examine its relation to generality, context, and current issues, and propose appropriate solutions. To this end, this article (1) describes existing GPK concepts, (2) examines the changes made to them and the reasons behind such changes, while comparing concepts from various international and quantitative surveys. Finally, (3) it discusses the implications of such changes for teacher education. 　　 GPK is generally considered a part of pedagogical content knowledge (PCK) research and is defined as knowledge independently influencing PCK. The elements that comprise GPK tend to be broad. In addition to “pedagogical principles and techniques” (Wilson et al., 1987) as well as “strategies of classroom management and organization” (Shulman, 1987), GPK incorporates learners and educational aims. With the use of international surveys and advancements in empirical research in recent years, other components (e.g., motivation, evaluation, and student characteristics) have also been included. Despite being characterized as procedural knowledge, the aspect of declarative knowledge has now been included in the definition. 　　 However, these trends pose two challenges. First, from the perspective of measurability, the concept of GPK has become overly generalized, consequently ignoring individuals and contexts, and only representing declarative knowledge. Hence, it raises the question of whether GPK is procedural knowledge that could be contextualized, or declarative knowledge that could be generalized. Second, from the perspective of the teaching profession, if it seems to discard context and individuality, GPK may lead to a denial of teaching professionalism in its dependence on the context. 　　 To address this problem, it is necessary to position GPK as knowledge held by individual teachers, considering the changes in the components of GPK. Additionally, it is necessary to reconceptualize GPK by domain so that it includes both procedural and declarative knowledge. If this is successfully executed, the GPK concept is expected to engender a paradigm shift in teacher knowledge research, in teaching expertise, as well as in the overall teaching-learning process.