Published Paper Details:

The problem of cultivating conceptual knowledge in the students is still a major challenge in the secondary level education regardless of the fact that the teachers are highly disciplined and trained in pedagogical knowledge. According to the existing research, it has been proposed that content knowledge or general pedagogical knowledge does not explain the differences in meaningful learning of students. This is an abstracted concept paper, and it advances theoretically based framework to denominate Pedagogical Content Knowledge (PCK) as mediating factor between teacher knowledge and the conceptual knowledge of the students in the learners. As the paper is built on the existing theories about teacher knowledge and learning, it synthesises the scholarly literature and describes how teachers convert the subject matter into pedagogically empowering representations that respond to existing knowledge, misunderstandings, and need of the learners in their minds. The suggested framework explains the processes in which teacher quality impacts conceptual knowledge, such as the nature of instructional representation, order of content, and responsive pedagogic thinking. The implication of PCK as the key predictive variable of the paper is provided in terms of teacher education, the professional development, and curriculum design, and represents the basis of the future empirical and theoretical research on teaching in understanding.