As I go about the country and read stuff I am sent and encounter, I find that several of the ideas that I have offered to the field have been found useful. Of course, pedagogical content knowledge, fondly dubbed PCK in much of the world, has had a sustained life for more than 25 years. I will be writing about where that idea has gone, how I now think about PCK, its virtues as well as its flaws, in a forthcoming set of comments in Pedablogical Content Knowledge. Pedablogical content is content that seems germane to the challenges of pedagogy at all levels. I’m not sure how wise it is to add the descriptor “knowledge” to that name. We shall see.
The other idea that seems to be gaining traction is much younger. The notion of “signature pedagogies” was introduced in a couple of essays in Daedalus and in Liberal Education in about 2006 or 2007. Even more than was the case for PCK, I let loose upon the academic community a truly ill-formed, underdeveloped idea. A number of people have taken it seriously enough to write about it, elaborate and critique it, and even design studies that aim to test its implications. I feel I owe my colleagues a brief memo about signature pedagogies as I now understand them.
These will begin to emerge in the coming weeks.