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Vygotsky's Cognitive Development in Cultural Context01:22

Vygotsky's Cognitive Development in Cultural Context

Lev Vygotsky, a pioneering Russian psychologist, developed a theory of cognitive development that centers on the influence of social and cultural factors. Unlike Jean Piaget, who emphasized the child's direct interaction with the physical world as key to development, Vygotsky argued that cognitive growth is an interpersonal process that unfolds within a cultural context. For Vygotsky, a child's learning cannot be separated from their social environment, which includes the values, beliefs, and...
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Updated: May 20, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Conceptualising GP teachers' knowledge: a pedagogical content knowledge perspective.

Peter Cantillon1, Willem de Grave

  • 1NUI, Galway, Republic of Ireland. cantillon@nuigalway.ie

Education for Primary Care : an Official Publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors
|July 6, 2012
PubMed
Summary
This summary is machine-generated.

Pedagogical content knowledge (PCK) is a useful model for understanding general practice teachers' prior knowledge across subject matter, context, and pedagogy. Faculty developers can use PCK to design better training programs.

Related Experiment Videos

Last Updated: May 20, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • General Practice Training
  • Teacher Professional Development

Background:

  • Teacher development often overlooks subject matter and context knowledge, focusing mainly on pedagogy.
  • Existing teacher knowledge and beliefs can limit learning from faculty development.
  • Pedagogical content knowledge (PCK) integrates subject matter, pedagogy, and context knowledge.

Purpose of the Study:

  • To examine the application of a PCK model in general practice education.
  • To explore GP teachers' prior knowledge in subject matter, pedagogy, and learning context.

Main Methods:

  • A mixed-methods approach was used, including concept mapping, phenomenological interviews, and video-stimulated recall.
  • The study explored features of GP teachers' subject matter knowledge, pedagogical knowledge, and knowledge of the learning environment.
  • Data were collected within the context of a general practice tutorial.

Main Results:

  • GP teachers showed overlap in knowledge and beliefs about learners and the clinical learning environment.
  • Teachers' beliefs about learners were often based on their own student experiences.
  • Significant differences were observed in teachers' pedagogical knowledge, particularly their teaching orientations (transmission vs. facilitation), which influenced teaching behaviors.

Conclusions:

  • PCK is a valuable model for understanding clinical teachers' prior knowledge in subject matter, learning context, and pedagogy.
  • Faculty developers should use PCK as a framework to inform the design and delivery of faculty development programs.