Advances in Social Science, Education and Humanities Research, volume 134

2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

The Concept of Pedagogical Content Knowledge

(PCK): Recognizing the English Teachers’
Competences in Indonesia
Ummi Kultsum
Faculty of Education, Science, Technology and Mathematics (ESTEM)
University of Canberra, Australia.
Ummi.Kultsum@canberra.edu.au
ummikultsum@uinjkt.ac.id

Abstract-- This article discusses the concept of Pedagogical [12]. Hence, it is necessary to identify what are the significant
Content Knowledge (PCK) in Indonesian school context. The issues related to English teachers PCK in Indonesia.
PCK is described as the basic skill for teachers in order to
develop their teaching quality and strategy. The focus of the
discussion is in the English teaching strategy in Indonesia. The
review found that PCK on English teachers in Indonesia needs to II. PCK; DEFINITION AND CONCEPT
be improved especially in pedagogical knowledge of teaching
strategy and knowledge of learners. It is recommended that the Pedagogical content knowledge (PCK) has been a
control and evaluation from government and other stakeholders significant topic to be discussed in the teaching quality since
would maintain the quality of teachers. Furthermore, the decades. Shulman (2004) bold that PCK is a combination
competencies would be more magnificent when teachers emerge between a specific subject of subject matter knowledge and
the dedication and commitment in their profession.
pedagogical knowledge that is important for teachers to be
Keywords—PCK concept; content knowledge; pedagogical possessed. These two domains are integrated. Subject matter
knowledge; English teacher’s competences knowledge or known as content knowledge (CK) is the
knowledge of the specific topic, which teacher requires
teaching it. For example, English teacher should have the
I. INTRODUCTION ability of understanding on English materials and capable of
Pedagogical content knowledge (PCK) was first introduced delivering it to her/his students. This domain becomes a
by Shulman in 1986, and described as the synthesis of prerequisite knowledge in PCK Concept.
teachers’ subject matter knowledge with their pedagogical
knowledge. PCK is the integration between content Another domain is pedagogical knowledge (PK).
knowledge and pedagogical knowledge of the teachers in Shulman (2004) stated that PK involves the teaching
delivering a subject matter in accordance to the ability and principals and strategies that are applied in the classroom
interest of learners [1]. However, some studies identified the management and organization. Furthermore, the PK also
PCK is the knowledge of content subject matter (CK), includes teacher’s knowledge of students learning, assessment
pedagogical knowledge (PK), and knowledge of learners [2], and education purposes [13]. The integration of two domains
[3], [4]. Thus, the PCK attends to lead teacher in solving can be described with the figure as follows [14].
student’s misconceptions about the subject that they learn.

Many studies have examined the impact of PCK on the

Content Pedagogical
quality of teaching and learning in the area of mathematics knowledge knowledge
and science [5], [6], [7]. However, the study in the field of
teaching English as a second/foreign language is still rare [8].
Therefore, this paper will focus on pedagogical content
knowledge and its application in the teaching English in
Indonesian context.

In Indonesia, the concept of PCK is categorized as

teachers’ competencies. Some training is conducted in order to
develop this ability. Further, the government regulates it in the
rule of Ministry of National Education (MoNE) number
16/2007. Some studies of PCK in teaching EFL in Indonesia
are conducted to measure and to prove to what extent the PCK Figure 1 Integration of two domains
of the teachers influence students outcomes [9], [10], [11],

Copyright © 2017, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 55
 Advances in Social Science, Education and Humanities Research, volume 134

As the integration of both CK and PK, PCK is designed as the Besides an academic requirement, the government also
knowledge indicates teachers’ capacity to transform the develops some programs to maintain teachers’ content
content knowledge, and suits to different learners’ ability and knowledge. For instance, a Pendidikan dan Pelatihan Profesi
background [15], [16], [17]. Therefore, a teacher with good Guru (PLPG) or Education and Professional Training of
PCK domain will produce a decent teaching quality and Teachers is the training that held by MORA and MoNE to
students’ achievement. Ashton in Cochran stated that [18]: enhance the professionalism of teachers which included a
certificate afterward. This training has a variety of duration
‘Pedagogical content knowledge is a type of knowledge that is unique to from 9 days until 165 days that it depends on the skills need of
the teachers, and is based on the way teacher relate their pedagogical
knowledge (what they know about teaching) to their subject matter knowledge the teachers [28]. Since the training stimulates teachers’
(what they know about what they teach). It is the integration or the synthesis knowledge of materials and pedagogy, they will have more
of the teacher’s pedagogical knowledge and their subject matter knowledge opportunity to succeed learning process in the classroom.
that comprises pedagogical content knowledge (PCK)’.

According to Shulman, PCK is part of teachers’ professional

IV. PEDAGOGICAL KNOWLEDGE (PK)
criteria. The same idea also delivered by Darling-Hammond
and Stronge. According to them, some principles of teachers’ Pedagogical knowledge (PK) is another element inside PCK.
professionalism might give positive correlation into students’ The knowledge is related to the ability of teachers in
achievement. The criteria such as general academic ability and delivering the effective teaching and learning atmosphere for
intelligence, subject matter knowledge (content knowledge), all learners. Shulman says that pedagogical knowledge is the
certification status and knowledge of teaching learning knowledge, theory, and belief about the act of teaching and the
(pedagogical content knowledge) are the current factors for process of learning, which it figures the teacher's approaches
students to meet their positive outcomes [19], [20]. in delivering a subject in the classroom. The learning process
also provides all activities from developing the materials,
classroom management, learning habit, problem-solving,
III. CONTENT KNOWLEDGE (CK) methodology, strategy, and assessment [29]. The successful of
these events determines the improvement of students learning
The content knowledge is the core knowledge of teacher in
outcomes.
particular subject and specific content area. For many years,
some researchers focused on the discussion that teachers’ The experience in teaching would be a factor for teachers in
content knowledge impacts students’ achievement. Those developing the aptitude of PK. For instance, Gatbonton has
studies found that the lack of teachers’ knowledge should find tried to compare between experience and novice ESL teachers
the difficulties of the teaching-learning process [21], [22], in their pedagogical knowledge. He found that the pedagogical
[23], [24]. Darling Hammond stated that teachers’ content knowledge between the two groups is similar. However, the
knowledge is the fundamental requirement for an effective experience teachers have the more detailed pedagogical
teaching [25]. Furthermore, content knowledge of teachers knowledge, especially in recognizing students’ attitudes and
influences the teaching-learning process, and it makes the behaviours [30]. It means that teachers’ educational
substantial effect for learners’ achievement. background provide the development of teachers knowledge in
teaching a subject. Further, the experience will strengthen the
Due to English teaching, a study conducted in 2016 included
knowledge to make teachers more professional in their field.
some teachers across language speaking countries such as
Canada, New Zealand, and the USA. It found that a reading From the Gatbonton study, it could be concluded that
progress at the school could be the failure with the lack of an teachers’ training, which they gain in undergraduate study,
effective teaching [26]. The study was focused on the reading may develop the pedagogical knowledge. It was been proved
for learners with dyslexia. At this stage, they stressed the by Hudson. His study had been held in Australia with math
teachers’ content knowledge or teachers’ understanding of and science pre-service teachers from nine different
reading concept, which has a significant influence on learners’ universities. Those were gathered to be treated and mentored
understanding of learning the English language. The content in a specific subject area. The mentee then being observed,
knowledge of teachers may improve their initiative in the reviewed, and evaluated on their overall teaching ability. The
teaching process. It also developed more teachers’ attention to study revealed that coursework, mentoring and fieldwork for
developing their knowledge. pre-service teachers during undergraduate have influenced
their pedagogical knowledge [31], [32].
In Indonesia context, content knowledge is one of an essential
requirement for teacher qualification. It is set in the Ministry The two studies considered that the durations of teaching
of National Education (MoNE) rule No.16 year 2007 stated experience and the training of teaching are necessary to
that teachers must have a minimum education qualification support teachers’ quality. Teachers’ training develops
diploma four (D-IV) or Bachelor (S1) study program under the teachers’ knowledge in mastering the subject. The training
subjects taught / of teaching, and obtained from accredited also encourages the teachers to increase teachers’ quality in
study programs [27]. the teaching ability. Further, the experience teachers have
more opportunity in developing their professionalism. The

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experience teachers are used to face many situations in the he/she may create the schemata for learners to understand the
process of instruction. Therefore, they might establish their text as a whole.
teaching strategy in some different atmosphere of teaching.
Moreover, the experience teachers also have more chance to They stated that teacher should have mental cognition
face many characters of students. Thus, they may have more including how to think, know, and believe in complex nature
knowledge to understand students’ learning problem compare of teaching to enhance the effectiveness of teacher education.
to the novice teachers. This would be considered as the appearance of PCK. The PCK
includes in teachers’ understanding of subject learners,
curriculum, context, and pedagogy Subject content and
V. THE ENGLISH TEACHERS’ PEDAGOGICAL pedagogy are central in identifying teacher’s knowledge in
CONTENT KNOWLEDGE (PCK) applying the variety of teaching and learning context.
Since the PCK integrates specific content knowledge and The PCK is applicable in teaching reading L2 in the classroom
pedagogical knowledge, an English teaching subject becomes practice. Therefore, the study is focused on reading
one of the specific issues that could be discussed. Some comprehension that included the understanding of word
studies have involved seeing English teachers PCK and how recognition, morphology, syntax, and connecting to the main
does it work in teaching learning process. idea. This research considered that the bottom-up model was
Research, conducted by Liu, discussed the pedagogical more significant to be chosen since it focused on the word
content knowledge (PCK) as a case study on the elementary level. The word level may lead students to recognise the
teacher [33]. The research setting is in the US, and the words; therefore, they may have more chance to understand
candidate is a native English teacher. Based on Shulman more about the text. On the other side, top-down model invites
theory, Liu adapted the understanding of PCK as the learners to make a prediction which it would make students
combination of subject and pedagogy. The research gave the able to recognise the main idea.
insight into how teacher elaborate the subject matters into well
organised, interesting, and accommodate students’ needs and At the teaching process, they applied pre-reading, while
ability. reading, and post-reading technique. In the pre-reading,
teacher stimulates students’ thinking before they read the text.
At this stage, Liu separated between subject matter and The teacher invites students to build the information about the
pedagogy in the concept of PCK. People with ESL content theme that they are going to read. This would track students
knowledge would be able to teach because CK is the ability read easier. In a while reading session, teachers as guidance in
that possesses by the teacher. However, a teacher with PK inviting students’ comprehension through prompting, probing,
would have more opportunity to have the variety of teaching and modelling.
strategies, which the learning process would run efficiently.
The PCK, at this stage, accommodate both pedagogy and
In the study, PCK is categorised on; subject matter knowledge, content knowledge. In pedagogy, teaching reading focuses on
pedagogical knowledge, knowledge of learners, and the instructions and teaching strategies; while, content
knowledge of teaching context. However, for the study, the knowledge is focused on text genre and reading text
participant was emphasized on pedagogical knowledge only. constructions.
The instruction materials did not follow the syllabus.
Therefore, the teacher makes his/her philosophical beliefs that The research revealed that teachers’ KARI ‘reflected their
cause different nature of teaching. This learning model cognition study. They could manage the organisation of
became uncontrollable and teachable. teaching process from pre, while, and post reading stages.
Regarding the teachers’ KAT, all teachers demonstrated the
The PK will be gain better through experience in teaching in capacity in analysing the text and comprehension questions.
the real classroom. The extended period of teaching will create The function covers aspect detail such as vocabulary,
the more professional teacher in their field. Therefore, the paragraph structure, and text purposes.
teacher candidate needs to acquire teaching skills in teaching
education program, and they require more practice in the real
classroom rather than the only read and learn from the scratch. VI. PCK AND ENGLISH TEACHERS’ COMPETENCY IN
Another qualitative study conducted by Irvine-Niakaris and INDONESIA
Kiely explored about PCK that supports teaching English as a In Indonesia, there are also some studies of PCK in teaching
second language (L2) especially in reading skill [34]. The English [35], [36]. For instance, a study conducted by Faisal
research was cantered on teacher’s knowledge about reading discussed the concept of PCK in English subject in Indonesia.
instruction (KARI) and knowledge about the text (KAT). The study focused on teaching English based on the
KARI is the ability that needs to be possessed by the teacher curriculum year 2013 (K 13) [37]. He explored how the PCK
to build reading teaching strategy. Meanwhile, KAT is the concepts matched to the curriculum, specifically in the English
ability for the teacher to understand the context of the text, so, subject.

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In teaching English, PCK took the necessary rules because it related with students’ cultural approach. It is the ability of
constitutes teachers’ ability in subject matter and the way they teachers to teach English based on students culture.
transform it to the learners.
Finally, PCK of pedagogical knowledge integrates with
Based on the regulation of Ministry of National Education pedagogy and professional competencies. It is related to the
(MoNE) number 16/2007, PCK is noticed as Pedagogical teacher’s learning organisation in the class, which invites their
competences. It is categorised into four specific groups creativity in transforming the materials. At the conclusion, the
including competency of pedagogy, professional, personal, PCK concept endorses the teaching strategies, methodologies,
and social. Pedagogy competence is the ability to manage an and techniques.
instructional practice involving students. Professional
competence is the ability to understand the subject matter However, some studies in Indonesia reflected that the PCK of
properly. Personal competence is the ability of teachers to English teachers is needed to be improved. For instance, a
develop and maintain their good character in order to be a qualitative study conducted in Banda Aceh found two
model of the learners. Social competence is competence to problems that need to be considered by teachers in developing
communicate and interact with pupils, colleagues, learners’ their PCK [38] Based on his observation; those teachers are
parents, and surrounding community efficiently and still weak regarding pedagogical knowledge and knowledge of
assertively. learner’s category.

The four components are necessarily needed for English Although the teachers teaching strategy were in the context
teachers in Indonesia. The elaboration of the component will and the right teaching tracks, the creativity of teaching
develop teachers’ professionalism. Thus, the quality of the approaches still needed to be developed. Further, the
teaching can be maintained. The competency of pedagogy, knowledge of learners tended to be poor since the teachers did
professional, personal, and social are integrated into PCK not show the engagement between the instructor and the
domain as follows. First, PCK domain of knowledge of students. They put lack attention and interaction to solve
curriculum includes in the competency of pedagogy. In students ‘problems and misconceptions in understanding the
pedagogy knowledge, the teacher considers to develop the subject. Therefore, this weakness indicates the low of learning
learning curriculum and mention the principles of the effectiveness.
instruction. Teachers also need to understand the aims of the
instruction and what the possible strategy to applicate the The obstruction in developing good PCK for English teachers
subject in the class. Other pedagogy knowledges are also in Indonesia may face the solution in some strategy. First, the
related to teachers’ ability in selecting suitable learning control from government and schools’ stakeholders is
experience and instructional objective and develop indicators necessary to maintain the quality of the teachers. However, it
and instrument of assessment. In professional competency also needs to be balanced with the other support including
PCK concerns on teachers’ understanding standard and school and class facilitation and financial. Second, the most
essential competencies, and learning objectives. At this stage, important maintaining of teacher’ PCK is the teachers
in understanding curriculum, an English teacher should themselves. The high teachers’ dedication and commitment in
acquire between concept theory and practical matter. In other teaching the students tend to increase the quality of teaching
words, they should understand how to develop instructional [39]. Therefore, as the main role of teaching and learning
practice from planning to evaluation. process, teachers need to develop and elaborate their skill of
teaching and have the huge responsibility to reach the aim of
Second, PCK of knowledge of subject matter integrates with the teaching goals.
teachers’ professional competence. The mastery of subject
matter in language includes teachers understanding on
language knowledge such as linguistics, discourse, VII. SUMMARY
sociolinguistics, and strategy. Further, teachers also need to To sum up, content knowledge and pedagogical knowledge
master the English communication effectively. are significantly needed in teaching English. Pedagogical
content knowledge (PCK) can develop teachers believe in
Third, PCK of knowledge of learners integrates with pedagogy teaching English into a better way. PCK in English teaching
and social competencies. At this stage, teachers should would help teachers to understand how to explore their content
recognise and understand student’s potential and ability. Thus, knowledge and how to deliver it into a good instruction. The
they may find and analyse student’s difficulties in learning teachers’ ability such as professional, personal and social are
English. To achieve this, the teacher needs to develop their elaborated into PCK domain. The knowledge such as subject
effective, emphatic, and tactful communications to the matter, curriculum, teaching strategy, and learners’ learning
learners. This, of course, requires a social competence where will be an important element to be possessed by the teachers in
teachers’ behaviour is considered. The social competence also order to maintain students’ learning achievement.
stresses on equality, objectively and equitably in treating
students in the classroom. Knowledge of learners is also In Indonesia, PCK is known as pedagogical competencies.
The government put it as a serious matter to (or “intending

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