ERIC Number: ED376129
Record Type: RIE
Publication Date: 1994-Jul
Reference Count: N/A
Using Shulman's Model of Pedagogical Reasoning and Action in a Preservice Program.
Lee Shulman's model of pedagogical reasoning and action is related to his theory of pedagogical content knowledge and includes the following components: comprehension; transformation (preparation, representation, selection, and adaptation and tailoring to student characteristics); instruction; evaluation; reflection; and new comprehensions. The model was presented to fourth-year Bachelor of Education (Secondary) business studies students at the University of Melbourne (Victoria, Australia) enrolled in a course linking discipline studies and education studies. The model was presented as a set of processes of central importance to the development of pedagogical content knowledge. Two assignments were made focusing on the model--one task required identification of a concept and a curriculum context and writing a report on ideas for the transformation of that concept for teaching purposes, and the other task required transformation of subject matter into a cohesive package of student exercises and activities, which are conceived as a particular form of representation of subject matter. Shulman's model was seen as accessible and practical by almost all the preservice teachers, as being robust and adaptable across specialist subject fields, and as having built-in variety through the widely inclusive notions of "representational repertoire" and "instructional repertoire" and combinations of the two. (Contains 24 references.) (JDD)
Descriptors: Assignments, Basic Business Education, Education Courses, Foreign Countries, Higher Education, Instructional Development, Pedagogical Content Knowledge, Preservice Teacher Education, Reflective Teaching, Secondary Education, Student Teacher Attitudes, Student Teachers, Student Teaching, Teaching Models
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Shulman (Lee S); University of Melbourne (Australia)
Note: Paper presented at the Annual Meeting of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994).