Abstract

Interest in improving the education of hospitalised children has increased in recent years. Individualised learning tasks, use of technology and involvement in playful activities are among the important approaches regarding children’s education in hospitals. Herein, a perspective was presented regarding the teachers’ professional knowledge and social-emotional competence necessary for teaching hospitalised children. It is expected that teachers exhibit high proficiency levels of pedagogical content knowledge, topic-specific pedagogical content knowledge, and technological pedagogical content knowledge and have social-emotional competence. Furthermore, teachers should permanently reflect on their own teaching activities.

Keywords: Education of hospitalised children; pedagogical content knowledge; teachers’ social-emotional competence; teachers as reflective practitioners; topic-specific