This slide gives understanding of Knowledge base as per teacher education and discusses knowledge base given by Schulman

1. 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
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2. 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.”

3. 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 Ravi Mishra (M.Sc., M.Ed.) 3

4. 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

5. 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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6. 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

7. 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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8. 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)
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9. 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 comprehensionRavi Mishra (M.Sc., M.Ed.) 9

10. • 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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11. 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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12. 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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13. 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 expertRavi Mishra (M.Sc., M.Ed.) 13

14. Pedagogical Content Knowledge (PCK)
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15. 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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16. Model of pedagogical reasoning
Comprehension
Transformation
InstructionEvaluation
Reflection
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17. 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
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18. 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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19. Instruction
• Variety of teaching acts
• Classroom management
• Presentation
• Instruction
• Group work
• Discipline
• Humour
• Questioning
• Discovery and Inquiry instruction
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20. 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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21. 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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22. Ravi Mishra (M.Sc., M.Ed.) 22
“Research begins
in wonder and
curiosity but ends
in teaching” –
Lee Shulman

23. 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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24. 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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25. 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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26. • 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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