Content Specific Pedagogical Knowledge and Teacher Knowledge Transfer

Abstract

Pedagogical knowledge and in particular Content Specific Pedagogical Knowledge (CSPK) has been widely researched and discussed.  Teacher training institutions globally have embraced knowledge bases proposed by researchers in their curriculum to prepare teachers  for teaching. The transferability of CSPK has, however, received little attention. This article explores the transferability of CSPK by  teachers. Using a literature review analysis method, the article raises the questions of why, and how, the need for CSPK transfer and  addresses issues surrounding knowledge transfer. Focusing on a spiral curriculum, the transfer is seen more in relation to conceptual  connection within a subject and across subjects, and integration of disciplines. The authors argue that teacher training should embrace  aspects of knowledge transfer so that teachers are not rendered redundant when curricular changes and when some subjects which  teachers have been trained are dropped from the curricular. Further research is recommended.