Rethinking Shulman's Theory of Teacher Knowledge: Process of Theory Development

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  • リー・ショーマンによる教師の知識論に関する再検討 --理論構築の過程に着目して--
  • リー ・ ショーマン ニ ヨル キョウシ ノ チシキロン ニ カンスル サイケントウ : リロン コウチク ノ カテイ ニ チャクモク シテ

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Abstract

This paper reexamines Lee S. Shulman's theory of teacher knowledge. Most earlier studies described this his theory of teacher knowledge as meaning the "domain of knowledge" (e.g. PCK), which seems static. However, he first focused on "form of knowledge" when discussing teacher knowledge. This framework constitutes "propositional knowledge" and "case knowledge", which is the form of expression, and "strategic knowledge", which is elicited from Joseph J. Schwab's conception of art. Thus, his theory of teacher knowledge has a dynamic structure that enriches the knowledge of the practitioner. His model of "pedagogical reasoning and action" was then reformulated into the concept of practice and reflection, which enrich knowledge, although it was originally a model for assessment. These two types of dynamic structure of teacher knowledge require learning by both of "case method" and "practice and reflection".

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