Lee Shulman

Amber Butte

Research begins in wonder and curiosity but ends in

teaching

About

Best Known for work on:

knowledge base of teaching

the construct of pedagogical content knowledge

efforts to promote the scholarship of teaching in

higher education

Studies of professional education

About (cont.)

Born Sept 28,1938 in Chicago

College: University of Chicago
Studied philosophy and psychology
Later entered the department of education and studied
with Joseph Schwab.
Was influenced by Schwabs work on the structure of
different disciplines, later resurfaced in his work on
teacher knowledge.

Awards/Publications/Books

Has won many educational awards such as:

George Washington University Presidents Medal (2004)

Grawmeyer Award in Education (2006)

Lifetime Achievement Award, American Association of Colleges for Teacher Education

(2008)

Has around 80+ publications

Titles:

Professor emeritus at Stanford Graduate School of Education

Member of Academic Council

President Emeritus, The Carnegie Foundation for the Advancement of Teaching (19972008)

Charles E. Ducommun Professor of Education, Emeritus

Research/Work

1st academic job was with theCollege of Education at Michigan

State University

Collaborated with Arthur Elstein on a study of medical decision

making among expert diagnosticians.

Wrote Medical Problem Solving: An Analysis of Clinical Reasoning

in 1978.

Two themes from this book have continued to resonate throughout

Shulmans careers:

1) the focus on cognition in professional practice, particularly

under conditions of uncertainty
2) the domain-specificity of expertise.

BELIEFS/THEORIES/RESEARCH
Main ideas of teaching
Comprehension and reasoning
Transformation
Reflection
Became interested in implications for professional
education when he joined the Carnegie foundation
Launched the Preparation for the Professions Program and
conducted multiple studies

BELIEFS/THEORIES/RESEARCH (CONT.)
These studies produced broader comparative frameworks
and concepts for looking across professional education.
These include:
the notion of signature pedagogies that define
professional education in a specific field.
the metaphor of rounds and rotations for exploring the
breadth and depth of clinical experiences.
the concept of the three interacting apprenticeships
that ground professional education.

Pedagogical content knowledge

Created in 1968
can be described as teacher's interpretations and alterations of subject matter
knowledge for the purpose of helping student learning be more productive and
effective
He claimed that:

educators subject knowledge and pedagogy were perceived as separate

entities.

having knowledge of subject matter and general pedagogical strategies, though

necessary, was not sufficient for creating good teachers
For educators to be successful, they need to address both content and
pedagogy simultaneously.

Pedagogical content knowledge (cont.)

PCK:

blends content and pedagogy in teacher education.

attempts to create an understanding of how specific facets
of subject matter are arranged and presented for education
is an essential component in understanding and assessing
quality teaching.
focuses on how best to transform content for teaching.

Pedagogical content knowledge (cont.)

Shulman suggests that in order to teach a subject, a teacher not only
requires an understanding of subject matter but also an understanding of
learners: their abilities, interests and learning An appreciation of different
teaching strategies classroom activities is also necessary.
He maintained that educational theory should focus equally on content
knowledge and ways representing the information to make it accessible
and comprehensible to the learner.
Shulman felt that teaching and teacher education had become too far
removed from subject matter and claimed that a correlation occurs
between subject content and pedagogy.

How it works in the math/science classroom

The teacher should have in-depth knowledge of science and math

concepts to teach it to their students.
If teachers are not strong in the concepts they teach, students will have
misconceptions and this can cause difficulties to their education
further on.

A lesson on division

The teacher will have a deeper understanding of concept of division

and will teach the lesson in-depth using different methods and
techniques.
The teacher will show children that there are different ways they can
use to find solutions to division problems. The teacher will encourage
students to be creative and come up with different solutions to
division problems. For example, Marlenas and Darrell's work seemed
like the teacher had a deeper understanding of division concepts and
was able to show their class to use different ways to divide.

References

http://insidetheacademy.asu.edu/wp-content/uploads/2011/09/Shulman-Profile-200x275.jpg

http://www.leeshulman.net/

https://ed.stanford.edu/faculty/shulman

https://www.youtube.com/watch?v=nkh8s0lC0x4&noredirect=1

Bouchard, J. (2008). Pedagogical Content Knowledge.Research Starters Education (Online Edition),