Reading: Focus on page 12-20
Shulman (1986) Knowledge and Teaching - Foundations of the New reform
Teaching needs to emphasise comprehension and reasoning, transformation and reflection.
- What are the sources of the knowledge base for teaching?
- In what terms can these sources be conceptual...
Reading: Focus on page 12-20
Shulman (1986) Knowledge and Teaching - Foundations of the New reform
Teaching needs to emphasize comprehension and reasoning, transformation and reflection.
- What are the sources of the knowledge base for teaching?
- In what terms can these sources be conceptualized?
- What are the processes of pedagogical reasoning and action?
- What are the implications for teaching policy and educational reform?
Portrayals of good practice: Guides to the design of better education
Management of students in a classroom and the management of ideas in a classroom.
1 teacher can have multiple teaching styles to accommodate different topics, learners and situations
Example of English Teacher: Nancy teaching ‘Moby Dick’ to high school learners:
Qualities:
- Highly Active
- Drew out the shy learners
- Tempering the confident learners
- Paced around and gave orders
Classroom style:
- Substantial interaction with students
- Used recitations
- Encouraged open-ended discussions
- Posed questions
- Probed for alternative views
- Independent multi-ability group work
Aim:
- Use great works of literature to illuminate their lives
Nancy’s treatment of literature from a general theoretical model:
How to develop Reading skills: To take the literal = To application
Level 1: Simple Translation - understand the literal meaning, denotative. Encourage use of a dictionary.
Level 2: Connotative meaning - to look at the words again; what does it mean? What does it tell us about the
character in the book? What comes to mind? What do you imagine?
Level 3: Interpretation - The implication of level 1 and 2, if the author is using a symbol, what does that say
about his view of life? What does this tell us about the character?
Level 4: Application and Evaluation - Take the literature they learned and apply it to their own lives to create
meaning. Where would you see that event occur in society?
Nancy taught this framework to help learned build and organize their own study of texts and to monitor their
thinking.
- She maintained tight control of the classroom discourse
- Her goals was to liberate her students minds through literacy
- She had different pedagogical purposes, difficulty levels, different themes of emphasis
- Acknowledge different students
When learners’ experiences problems with a particular text, she stayed at the lower levels of the reading ladder,
helping learners with denotative and connotative meanings while emphasizing literary interpretations less.
Nancy’s pattern of instruction and teaching style is not uniform or predictable. She flexibly responds to the
difficulty of the subject matter, capacities of the student and her educational purposes.
1
, Knowledge base for teaching:
A codified or codifiable aggregation of knowledge, skill, understanding and technology of ethics and disposition
of collective responsibility as well as a means for representing and communicating it.
Piaget: Knowledge and Growth
From being teacher education students to Neophyte teachers
You can learn a great deal about knowledge and its developments from careful observation of the very young.
The development from student to teacher exposes and highlights the complex bodies of knowledge and skill
needed to function effectively as a teacher.
Particular kinds of Content knowledge and Pedagogical strategies necessarily interact in the minds of Teachers
1. Examine the Sources of the Knowledge base- domains of scholarship and experience from which
teachers draw their experience.
2. Explore the processes of pedagogical reasoning and action within which teacher knowledge is used
1.1 What is a Knowledge base?
The findings of research on effective teaching.
The actions of both policymakers and teachers’ formulas: that teaching requires basic skills, content
knowledge and general pedagogical skills.
Assessments of teachers and observations in the classrooms.
1.2 A view of Teaching:
A teacher knows something that is not understood by others.
The teacher can transform understanding, performance skills, or desired attitudes and values into
pedagogical representations and actions.
Teaching begins with a teacher’s understanding of what is to be learned and how it is to be taught.
It proceeds through a series of activities in which students are given instructions and opportunities for
learning.
Teaching ends with new comprehension by both teacher and student.
1.3. Categories of the Knowledge base to promote comprehension amongst students:
- Content knowledge
- General Pedagogical knowledge
- Broad principles and strategies of classroom management and organization
- Curriculum knowledge
- Pedagogical content knowledge
- Knowledge of learners and their characteristics
- Knowledge of educational contexts (group work, classroom, financing of school districts,
characteristics of communities and cultures.
- Knowledge of educational ends, purposes and values and their philosophical and historical grounds.
1.4. Enumerating the Sources: There are 4 major sources for the teaching knowledge base:
1. Scholarship in content disciplines:
This knowledge has 2 foundations: The accumulated literature and studies in the content areas
The historical and philosophical scholarship on the nature of
knowledge in those fields of study.
2. The materials and settings of the institutionalized educational process (curricula, textbooks etc.):
This is used to advance the aims or organized schooling, materials and structures for teaching and
learning are created. Example: assessments, testing materials etc.
3. Research on schooling, social organizations, human learning, teaching and development:
The important and growing body of scholarly literature devoted to understanding the processes of
schooling, teaching and learning.
4. The wisdom of practice itself: the maxims that guide the practices for able teachers (Nancy).
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