Knowledge and Teaching: Foundations of the New Reform
Item
Title
Knowledge and Teaching: Foundations of the New Reform
Abstract/Description
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: 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? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.
Author/creator
Date
In publication
Volume
57
Issue
1
Pages
1-23
Resource type
Background/Context
Medium
Print
Background/context type
Conceptual
Open access/free-text available
No
Peer reviewed
Yes
ISSN
0017-8055
Citation
Shulman, L. (2011). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Resource status/form
Published Text
Scholarship genre
Theoretical
Comments
No comment yet! Be the first to add one!