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Cognitive Model of Pedagogical Reasoning Implications
1. Cognitive model of
pedagogical reasoning
Teacher: Prof. Dr. Samina Malik
Subject: Emerging trends in pedagogy
Class: PhD
Presenter: Muhammad Nadil Ali
3/30/202
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2. Outline
• Cognitive model of pedagogical reasoning
• Assumption
• The Model of Pedagogical Reasoning andAction
• knowledge base
• learning to supervise
• Understanding the pedagogical reasoning
• A Model of Pedagogical Reasoning andAction
• Cognitive model of pedagogical reasoning implications
3/30/202
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3. Objectives ofthe presentation
• Following are objectives of the presentation :
• To describe the courses of the knowledge base for
teaching.
• To explain terms can these sources be conceptualized.
• To explore the processes of cognitive model of
pedagogical reasoning.
• To identify the implications for teaching policy and
educational reform.
3/30/202
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4. Cognitive modelof pedagogical
reasoning
• The teacher is no longer seen as a technician, but as an
intellectual actor and the specialized literature advocates
teaching as a profession, and it recognizes that the teacher
has “knowledge base”, a set of skills that are developed
during his teaching activity.
• It has proved a fruitful model for investigations aimed to
document the knowledge that makes one a good teacher.
• Accordingly, a series of models representing the
knowledge of teachers has been produced in an attempt to
describe and explain a body of knowledge base for
teaching
5. There is a consensus that for teaching practice is
required knowledge from different sources, namely:
personal knowledge, knowledge from initial and
continuous training knowledge of curriculum and
knowledge of professional practice.
• Relevant knowledge
• practical knowledge results from the recognition of
professional knowledge of teachers
• Valuing their contribution to the construction of
knowledge about teaching
• Regarding it as well as an intellectual activity
6. Assumption
• The teacher builds knowledge in the classroom in contact
with their students that is distinct from that formal
knowledge learned in the Academia.
• The teacher's role is to use his expertise to prepare
an elaborate lecture, meet the students weekly at
an appointed time, and deliver this lecture.
• The student's role in such a class is to sit, listen and
take notes.
7.
8.
9. The Model of Pedagogical Reasoning
and Action
• This model represents how the practical knowledge of
teachers can be developed and points to the relevance of
reflection in this process.
• Starting point of pedagogy
textbook,
educational goals,
a set of ideas,
10. • The pedagogical reasoning and action involve a cycle
through activities of comprehension
transformation
instruction
assessment and reflection
11. • Shulman 1987, makes a case that teaching has a
knowledge base.
• He argues that teaching requires knowledge of the
content, knowledge of pedagogy, and knowledge of
students.
• He claims that these compose what he calls pedagogical
content knowledge
• According to his articles what teachers should “know, do,
understand, something previously assumed and
unarticulated in the rhetoric of educational reformers
regarding the knowledge base of teaching.
12. • While many characteristics of effective teachers exist,
most of these dwell on the teacher’s management of the
classroom.
• Analyses of teachers that give careful attention not only
to the management of students in classrooms, but also to
the management of ideas within classroom discourse”
13. knowledge base:
• “The advocates of professional reform base their
arguments on the belief that there exists a
„knowledge base for teaching’ a codified or
codifiable aggregation of knowledge, skill,
understanding, and technology, of ethics and
disposition, of collective responsibility as well as a
means for representing and communicating it”
14. learning tosupervise
• Piaget discovered that he could learn a great deal
about knowledge and its development from
careful observation of the very young those who
were just beginning to develop and organize their
intelligence.
• Their development from students to teachers, from a
state of expertise as learners through a novitiate a
teachers exposes and highlights the complex bodies
of knowledge and skill needed to function
effectively as a teacher”
15. Knowledge using this as a rationale
• We have struggled with our cases, we have
repeatedly asked hat teachers knew (or failed to
know) that permitted them to teach in a particular
manner”
16. Rationale forcontextually-specific knowledge
• Critical features of teaching, such as the subject
matter being taught, the classroom context, the
physical and psychological characteristics of the
students, or the accomplishment of purposes not
readily assessed on standardized tests, are typically
ignored in the quest for general principles of
effective teaching
17. Giving a rationale for content expertise for those who
observe teachingpractices
• “Teaching processes were observed and
evaluated without reference to the adequacy or
accuracy of the ideas transmitted.
• In many cases, observers were not expected to
have content expertise in the areas being observed,
because it did not matter for the rating of teacher
performance.
• Thus, what may have been an acceptable strategy
for research became an unacceptable policy for
teacher evaluation”
18. Understanding the pedagogical
reasoning
• “The teacher can transform understanding,
performance skills, or desired attitudes or values
into pedagogical representations and actions.
• These are ways of talking, showing, enacting, or
otherwise representing ideas so that the unknowing
can come to know, those without understanding
can comprehend and discern, and the unskilled
can become adept.
• Thus, teaching necessarily begins with a
teacher‟s understanding of what is to be learned
and how it is to be taught”
19.
20.
21. A Model of Pedagogical Reasoning and
Action
• Teacher reflection and action.
• To embrace the knowledge that the teacher has
on the subject matter and on methodological
approaches that develops on a particular subject.
• A series of knowledge and skills is required.
• The model Shulman represents the steps that
occur in the development of professional
practice of a teacher, particularly using a
specific content.
22. • Knowledge Base for Teaching
• Pedagogical Content Knowledge
• Some Useful Models and Implications for
Teachers‟ Training problems of education the
teachers‟ knowledge the specific content;
• pedagogical dimension.
• transformation of content into pedagogically
powerful ways
23.
24.
25. Cognitive model of pedagogical reasoning
implications for teaching and learning
How feature of cognitive model can applied to
teaching & learning.
According to this model students should not be
taught any concept until they have reached the
appropriated stage of cognitive development.
The role of teachers to facilitate rather then
direct tuition & the teacher should encourage
student to focus on the process of learning.
The teacher should use active methods that
require re-directing or reconstructing truth.
26. Cont.
…
The teacher should use collaborative as well as
individual activities because student can learn from
other.
The teacher should evaluate the level of the
cognitive development so suitable tasks can be
given.
Within the classroom learning should be child
centered.
Discovery learning should be provided.
Acceptance of individual difference in
development at process is essential.
27. • “the body of understanding and skills, and
device and values, character and
performance that together constitute the ability
to teach.”
28. Conclusion
• included content representations, students‟
difficulties and instructional strategies. what
knowledge should be included in teaching and
which should list the knowledge base.
• If the professional practice of good teachers can be
accessed and documented, can then be used as a
starting point for inexperienced teachers and thus
help them in their training. There is consensus that
the training courses for teachers should have as an
explicit goal the development of teachers.
