How are we ensuring the development of inclusive and effective Pedagogical Content Knowledge to address A5, K1-3 and V3 of the Dimensions of Practice?

In light of the increased engagement with CPD Schemes in the UK and abroad and aspirations to Senior and Principal Categories ( HEA annual report 2017), it is pertinent to explore further how we, in fact, facilitate the development of PCK in staff, particularly those who are influencing and shaping others in practice. We will consider how, through A5, K1-K3 and V3, a clear and meaningful relationship between what subject content is (K1), how pedagogical content is created (K2) e.g. through CPD (A5 ) and how it is best communicated to students (K3) could be correlated. For example, could embracing certain dialogic and literary practices in development schemes ensure that discussion and debate around PCK naturally and meaningfully arises? Further scrutiny of the standards and an understanding of the essential skills and knowledge show that effective engagement is premised on using specialised knowledge to interpret and translate that knowledge into pedagogical practices. Such processes require critical refection on how Content Knowledge (CK) becomes PCK which must be understood in terms of a sophisticated and meaningful relationship between subject content and subject pedagogy. In other words the development of explicit and shared understandings of the ‘episteme’ of disciplines to help identify and define disciplinary pedagogies and their relationship with, for example, how students learn and the appropriate pedagogical methods required (K3). The international mobility of students assumes effective systems in place to support the teaching and assessment of international students. In alignment with the Conference Theme, we should also, through the specific dimensions of the UKPSF, explore the idiosyncrasies and challenges that drive innovation across particular cultures, disciplines and institutions in teaching and learning. All categories of Fellows of the HEA must therefore evidence a deep conceptual understanding of their chosen discipline and its pedagogies including a capacity to understand and value different cultures and perspectives e.g. using resources and examples of scholarship from around the world. Overall the important question is: In how far are we actually using the dimensions to evidence discipline focused CPD, the application of subject content to effective and inclusive teaching including research informed approaches, and what does that evidence look like?