Understanding Knowledge Base of

Teacher Education from view point of

LEE S. SCHULMAN

Teacher Education course :1

Module 2: Perspectives on Teacher Education

Unit 3: Knowledge Base, Reflective Teaching, Models of Teacher Education

Part A Ravi Mishra (M.Sc., M.Ed.) 1

Knowledge

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• Data => Information => Knowledge • Content related insights pertaining to particular subject • Facts, information, and skills acquired through experience

or education; the theoretical or practical understanding of a subject.

• Awareness or familiarity gained by experience of a fact or situation

• Can be defined as “a familiarity, awareness or understanding of someone or something, such as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning.”

Knowledge Base

• A knowledge base (KB) is a technology used to store complex structured and unstructured information used by a computer system.

• In general, a knowledge base is a centralized repository for information: a public library, a database of related information about a particular subject

• Organized repository of knowledge (in a computer system or an organization) consisting of concepts, data, objectives, requirements, rules, and specifications.

• A knowledge base is a database used for knowledge sharing and management.

• It promotes the collection, organization and retrieval of knowledge

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KNOWLEDGE BASE OF TEACHER

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• Accumulated knowledge and know how of teacher develop from experience which forms basis for dealing with daily situations. (Professional Expertise)

• Knowledge base in Teacher education refers to profession related insights relevant for teaching profession.

• Main function is to reason out, discuss, debate, overcome dilemmas and conflicts in order to improve ,

- Thinking process

- Moral Beliefs - Moral convictions - Underline principles that influence teacher action

Students Learning

Characteristics

• Personal and unique

• Contextual and adopted to classroom situations

• Based on practical experience and reflections on action

• Forms basis of teaching

• Knowledge base, links theory to practice and content

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KNOWLEDGE BASE

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KNOWLEDGE OF LEARNER & THEIR DEVLOPMENT IN SOCIAL CONTEXT

• Learning and language

• Human Development

KNOWLEDGE OF SUBJECT MATTER & CURRICULUM GOALS

• Educational goals and purposes

• Content, subject matter

KNOWLEDGE OF TEACHING OF SUBJECT

• Content knowledge

• Content & practice pedagogy

• Teaching diverse learner (Inclusive teaching)

• Assessment & Evaluation

• Classroom management

How to develop these competencies

• Constant reflection on own action (Reflection in action and Reflection on action)

• Self Study and self improvement • In Service Education and Training • Assessment of needs • Study Visits • Study circles and book clubs • Seminar, Conferences, workshop etc. • Involvement in TLM preparation • Management, Evaluation, working with community

and parents

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Knowledge Base (Shulman)

• Lee S. Shulman in 1987 investigated and identified different kind of knowledge teacher posses which influences their action. These includes, – Content knowledge

– General pedagogical knowledge

– Psychology of learner and learning

– Pedagogical content knowledge

– Knowledge of educational context

– Knowledge of aims, objectives, principle, philosophy and historical background

– Curriculum knowledge

– Accumulated wisdom (Know how) Ravi Mishra (M.Sc., M.Ed.) 8

Shulmans’ Conceptualization

Teaching Profession

7 Knowledge base

Content knowledge

General pedagogical knowledge

Curriculum Knowledge

Pedagogical content knowledge

Learner and their characteristics

Educational context

Edu. End, purposes, values, philosophical, historical value

2 knowledge Content (deep knowledge of subject)

Curriculum development

Model of pedagogical reasoning

Comprehension

Transformation

Instruction

Evaluation

Reflection

New comprehension Ravi Mishra (M.Sc., M.Ed.) 9

• Shulman talked about 4 broad aspects of teacher profession. It includes,

– Pedagogical knowledge

– Content knowledge

– Pedagogical content knowledge (PCK)

– Model of pedagogical Reasoning

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Implications

• Teacher tests began including items intended to assess teachers’ PCK,

• Researchers began proposing projects to document such knowledge

• Useful in the fields of science and physical education, as well as — most recently — in the domain of technological pedagogical content knowledge.

• led to the development of blueprint for a national board for teaching

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Role of teacher

• Figure out what student knows, background, their ideas

• Understand differences that exist due to culture, family experiences, intelligences, approaches to learning

• Foundation of pedagogical learner and content knowledge

• Identify learners’ strength and weakness • Know curriculum resources, technologies to connect

student with information sources that allow them to explore ideas, acquire, synthesize information, frame and solve problems.

• Etc.

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Pedagogical Content Knowledge (PCK)

Essential knowledge req. by teacher ?

Pedagogical knowledge

“how” of teaching, generally acquired through education coursework and

personal experiences

Content knowledge

“what” of teaching, knowledge of a disciplinary expert

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Pedagogical Content Knowledge (PCK)

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Pedagogical Content Knowledge (PCK)

• Repertoire of approaches for teaching students with diversity • Repertoire of analogies, illustration, examples, explanation,

demonstration, etc. • Knowledge and abilities to use program of studies & learning

resources suitable for students • Repertoire of teaching ideas and activities, • Security of knowing things to do & material to help • An understanding of how to sequence content learning into

comprehensible lesson plan or unit plan • General Understanding of and responses to various issues and

related to teaching particular content in classroom • Knowledge and Localization of various materials • Basic Understanding of practice of assessment and evaluation

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Model of pedagogical reasoning

Comprehension

Transformation

Instruction Evaluation

Reflection

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Comprehension

• Understand the purpose, Subject-matter structures and ideas within and outside discipline

• Know what to teach & understand subject matter several ways

• Comprehend purpose of subject matter

• To achieve following educational purposes – To help student to gain literacy

– To enable students to use and enjoy learning experiences

– To inculcate moral and ethical values for just society

– To give students opportunities to enquire and discover

– Develop broader understanding Ravi Mishra (M.Sc., M.Ed.) 17

Transformation • Transform content knowledge into a form that

can be taught with ease

• Adapt to the variety of students abilities and background

• Transformation requires,

– Preparation

– Representation

– Instructional selections

– Adaptation of student

– Tailoring the adaptation

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Instruction

• Variety of teaching acts

• Classroom management

• Presentation

• Instruction

• Group work

• Discipline

• Humour

• Questioning

• Discovery and Inquiry instruction

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Evaluation

• Checking for understanding during classroom interaction

• Testing student’s understanding at end of lesson or unit.

• Evaluating one’s own performance and making adjustments in different circumstances

• Formative classroom evaluation

• Gesture, interest, discussion can also can be a form of evaluation

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Reflection

• Reviewing, re-enacting, critically analysing one’s own teaching abilities

• Changes need to be made must be highlighted • Reconstruct, re-enact, and capture the events,

the emotions, and the accomplishment in light of reflections

• Observe student outcome and determine reason for failure or success.

• Through reflections focus and understand their own behaviour, reflective practices and experiences, insights into work

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“Research begins in wonder and curiosity but ends in teaching” – Lee Shulman

Pedagogical knowledge

• Responsibilities, • classroom management, • how to work with diverse class • Communicating with parents • Need of special students • Psychology of learner • Socio-economic background and context • Language, teaching style, Behaviour, Personality

type , inter-personal relation etc. • Psychology of learning • Assessment and Evaluation

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Content Knowledge

• Content knowledge generally refers to the facts, concepts, theories, and principles that are taught and learned about particular content/topic, etc.

• to know how to explain it, illustrate it, and make it understandable

• Know inside out of the subject

• Creative examples with careful explanation

• Application, analysis, critique of content

• Co-relation and integration with other content/topic and with day to day life

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LEE S. SCHULMAN

• Educational psychologist

• Contributions to the study of teaching, assessment of teaching, teacher education and other fields

• PCK & Model Pedagogical reasoning

• Professor emeritus at Stanford Graduate School of Education

• Past president of the

– Carnegie Foundation for the Advancement of Teaching,

– American Educational Research Association,

• Faculty member at Michigan State University (1963 to 1982)

• Recipient of several awards recognizing his educational research.

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• 1968 – Fellow, American Psychological Association • 1973-74 – Guggenheim Fellow • 1976-78 – Editor, Review of Research Education • 1977 – Distinguished Faculty Award, Michigan State University • 1979-80 – Fellow, Center for Advanced Study in Behavioral Science • 1984-85 – President, American Education Research Association • 1986 – Outstanding Writing Award, American Association of College for Teacher

Education • 1987 – Distinguished Leadership Award, Association of Teacher Educators • 1989 – American Educational Research Association Award for Distinguished Contributors

to Educational Research • 1989-1993 – President, National Academy of Education • 1994 – Crystal Apple Award, California Council on the Education of Teachers • 1995 – E.L. Thorndike Award for Distinguished Psychological Contributions to Education,

American Psychological Association • 1995 – John Dewey Annual Lecturer, John Dewey Society • 2002 – Fellow, American Academy of Arts & Sciences • 2003 – Fellow, American Association for the Advancement of Science • 2004 – George Washington University President’s Medal • 2004-07 – Chair, Harvard Graduate School of Education Visiting Committee • 2006 – Grawmeyer Award in Education • 2007 – Teachers College Medal • 2008 – Lifetime Achievement Award, American Association of Colleges for Teacher

Education

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