Thursday, November 1, 2012

Shulman’s Model of Pedagogical Reasoning and Action (1987)

Shulman’s Model of Pedagogical Reasoning and Action (1987)

Of purposes, subject matter structures, ideas within and outside the discipline


Preparation: critical Interpretation and analysis of texts, structuring and segmenting, development of a curricular repertoire, and clarification of purposes
Representation: use of a representational repertoire which includes analogies, metaphors, examples, demonstrations, explanations, and so forth
Selection: choice from among an instructional repertoire which includes modes of teaching, organizing, managing, and arranging
Adaptation and Tailoring to Student Characteristics: consideration of conceptions, preconceptions, misconceptions, and difficulties, language, culture, and motivations, social class, gender, age, ability, aptitude, interests, self concepts, and attention


Management, presentations, Interactions, group work, discipline, humor, questioning, and other aspects of active teaching, discovery or Inquiry Instruction, and the observable forms of classroom teaching

Checking for student understanding during Interactive teaching
Testing student understanding at the end of lessons or units
Evaluating one's own performance, and adjusting for experiences

Reviewing, reconstructing, reenacting and critically analyzing one's own and the class's performance, and grounding explanations in evidence

New Comprehensions
Of purposes, subject matter, students, teaching, and self
Consolidation of new understandings, and learnings from experience

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

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