The document discusses Lee Schulman's contributions to teacher education, including popularizing the term "pedagogical content knowledge" and emphasizing the importance of both subject knowledge and pedagogical knowledge for teachers. It also summarizes Schulman's view that teacher education programs should combine both of these knowledge fields. Additionally, the document outlines different models of teacher education, such as behavioristic, competency-based, and inquiry-oriented models. It provides characteristics and examples of competency-based teacher education.

1. S. Lenin
Assistant Professor,
Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.

3. Prof. K. Pitchumani, M.sc., Ph.D., D.sc.,
Hon’ble Vice – Chancellor
Manonmaniam Sundaranar University,
Tirunelveli,
Tamilnadu.

4. Prof. B. William Dharma
Raja
Professor and Head,
Department of Education.
Manonmaniam Sundaranar
University,
Tirunelveli,
Tamilnadu.

5. Understanding Knowledge base of
Teacher Education from the view
point of Schulman

6.  Lee S. Schulman is an American Educational Psychologist.
 Contributed a lot to the field of teaching, assessment of teaching, Science, Mathematics and Medicine.
 Professor Emeritus at Stanford Graduate School of Education.
 Past President of the (i) Carnegie Foundation for the Advancement of teaching;
(ii) American Educational Research Association.
 Faculty member at Michigan State University (1963 to 1982).
 Recipient of several awards recognizing his educational research.
 Recipient of various recognitions including Fellow, American Psychological Association, President ,
American Educational Research Association, etc.,
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

7.  Schulman was known for popularizing the phrase
“Pedagogical Content Knowledge” (PCK).
 Emphasized on both teachers subject knowledge and also
pedagogy knowledge.
 He focused that teacher education programmes should
combine both this knowledge fields.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

8.  Pedagogical content knowledge includes Pedagogical Knowledge
and also Content Knowledge
 According to Schulman Pedagogical knowledge includes: the
educational purposes, methods of teaching and learning nature of
audience, and strategies to assess students achievements.
 Content knowledge includes: Knowledge of concepts, theoretical
proofs, evidences, practices and approaches to develop knowledge.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

9.  He also stresses 7 basic knowledge required for a teacher to promote understanding among students.
1. Content Knowledge
2. Pedagogical Knowledge
3. Curricular Knowledge
4. Pedagogical content knowledge
5. Knowledge about learners
6. Knowledge of educational context and
7. Knowledge of purposes
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

10. Knowledge
 Data - information - knowledge
 Facts, information and skills acquired through education is
knowledge.
 A familiarity, awareness or understanding of someone or
something, such as facts information, skills, acquired through
experience or education.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

11. Knowledge Base
 Is a technology used to store complex, structured and
unstructured information used by a computer system.
 It promotes the collection, organization and retrieval of
knowledge.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

12. Knowledge Base Of Teacher
 Refers to profession related insights relevant for teaching profession.
 Its main function is to reason out, discuss, debate, overcome problems
and issues to improve: Students learning
 Includes:
1. Knowledge of learner and their development in social context.
2. Knowledge of subject and curriculum goals.
3. Knowledge of teaching, aims, objectives, principles, philosophy, and
historical background.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

13. How to develop these competencies
 Self study and self improvement
 In service education or training
 Assessment of needs
 Study visits, study circles
 Seminars, conferences, workshops, etc.
 Involvement in TLM preparation
 Management, evaluation
 Working with parents and community
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

14. Role of Teacher
 Understand individual differences
 Identify learners strength and weakness
 Know about curricular resources, technological knowledge,
content knowledge, pedagogical knowledge.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

15. Model of Pedagogical Knowledge
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N
• Comprehension
• Transformation
• Instruction
• Evaluation
• Reflection

16. Comprehension
 Know what to teach and understand the subject matter.
 Comprehend purpose of subject matter.
Transformation
 Transform content knowledge into a form that can be taught with
ease.
 Transform the student’s abilities and background.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

17. Instruction
 Variety of teaching acts, classroom management, group work, discipline,
questioning, humour, etc.
Evaluation
 Checking during classroom interaction, testing at the end of the
lesson/unit, formative evaluation.
 Gesture, interest, discussion can also be a form of evaluation.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

18. Reflection
reviewing, re-enacting, reconstructing the ideas.
observe student outcome and determine reason for
failure and success.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

19. 1. Knowledge base of teacher education from
the view point of Deng and Luke
 Proposed three conceptions of knowledge based on their
examination of several researches. The three conceptions are:
1) Disciplinary conception of Knowledge:
 Teaching should have discipline as main ingredient to
propagate the knowledge in the classroom
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

20. 2. Practical conception of knowledge:
 Represented by procedural knowledge from the wisdom of
practice.
 More focus must be on practical knowledge rather than
theoretical Knowledge.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

21. 3. Experiential conception of Knowledge:
 Based on Dewey’s notion that “knowledge is based on
human experience”.
 Hence knowledge can be gained through experiments.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

22. Knowledge base of Teacher Education from the
view point of Habermas:
 Habermas was born in 1929 in Germany & grew up during
World War II and Nazi regime
 He was a sociologist and a philosopher.
 Influenced by works of Marx, Weber
 Theory of cognitive interest and the communicative action
are his major contributions.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

23. Habermas theory
 His theory influences how knowledge is constructed.
 Knowledge can be constructed by
 Technical interests
 Practical interests
 Emancipatory interests
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

24. Technical Interest
 Objective Reality
 Represents human interaction with physical world.
 Rationally it is goal oriented.
 Reflects purposeful intervention or “work” by humans.
 ’knowing that’
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

25. Practical Interest
 ‘Knowing how’
 Organizational interests.
 Represents humans social world.
 Makes a methodological discipline of the everyday
communication
 Experience of understanding humans.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

26. Emancipatory Interests:
Personal interests
Reality is subject to self reflection.
Represents each humans personal world.
communicative reality.
‘knowing why’
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

27. Application in Quality of Education:
1)Technical interests:
Students are sources, who can be induced with values
and teachers are workers to induce values.
2) Practical interests:
Teachers are transformative intellectuals working for the
students upliftment and students are potentials to be excel.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

28. 3) Emancipatory Interests:
Teachers and students are in professional – client
relationships, which are bonded by empathetic understanding
and trust.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

29. Habermas interests in Teacher Education:
i) Technical Interests:
Teaching methods, strategies and approaches.
ii. Practical Interests:
Practical courses in teacher education should stress on more practical aspects like
practice teaching and internships.
iii. Emancipatory Interests:
Teacher education should emancipate humankind from darkness to light – ‘ignorance
to wisdom’.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

30. Meaning of Reflective Teaching and Strategies
to promote reflective teaching
Reflection
 A mirror reflects
 Is an activity that bring forth the practices and understanding of
educational processes
 Is a self assessment of teaching
 Reflection is a process in which teachers become aware of their own
teaching.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

31. Reflective Teaching (RT)
• It is an approach intended to prepare teachers
to become more thoughtful
Need:
 RT helps to evaluate and improve the quality of
teaching
 Helps to control and correct the students
misbehavior
 Equip teachers especially Pre-service teachers
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

32.  Understand the intentions of the institution towards the
teachers in term of evaluation
 Design the lessons for deeper students learning.
 Choose the apt evaluation methods for development and
improvement in teaching and learning
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

33. Strategies for promoting Reflective Teaching
 Teachers reflective Diary
 Peer observation
 Questioning / Talking
 Writing
 Student feedback/ Reading
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

34. Teachers Reflective Diary
 Helps the teacher to be self-disciplined.
 Teacher can describe the own reactions and feelings observed
on the part of the students.
 It is purely personal .
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

35. Peer Observation
 Inviting a colleague to enter into the class to collect
information about the lesson / class
 It is a simple observation task or it takes place through note-
taking.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

36. Recording a lesson
 Video / Audio recordings of lesson provides reflection
 Helps to see teacher behaviour in class
 Physical aspects – where the teacher stands, what are his/her
body language, how does the teacher deal with students, etc
can be observed.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

37. Students feedback
Can be had using simple questionnaires / learning
diaries
Recommendations:
use multiple data sources:
Student evaluation, personal inventory, peer observation,
etc
Take time to write:
make entries about daily activity in a LOG
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

38. Find a friend / colleague
Ask a trusted colleague / administrator to reflect on your
teaching
Surround yourself with enthusiasm
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

39. Diversify your metrics:
1. talk to students
2. get feedback from parents
3. have colleagues to watch you
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

40. Models of Teacher Education
• Behaviouristic model
• Competency Based model
• Inquiry Oriented Teacher Education modal
i) It is a plan / pattern that can be used to shape curriculum , to
design instructional material and to guide instruction in the classroom and
other settings.
ii) They are just instructional designs.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

41. Benefits of a Teacher
Helps in planning curriculum
Planning courses, units and lessons
Designing instructional materials like books, worksheets,
multimedia programs etc.
Accomplish most of the common goals of schools.
Research based scientific and reliable
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

42. Benefits of a Learner
Increases capacity of self education
Personal construction of knowledge.
Helps the students to acquire information, ideas,
skills, values, way of thinking and means of
expression.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

43. Behaviouristic Model of Teacher
Education
Behaviourism assumes that a learner is passive and
responds to environmental stimuli.
Learner start as a clean slate and his behaviour is
shaped by positive and negative reinforcement.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

44. Classical conditioning (Pavlov)
It is a reflexive / automatic type of learning in which a
stimulus acquires the capacity to evoke a response
that was originally evoked by another stimulus
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

45. Operant conditioning (Skinners)
Behaviouristic theory based on the fundamental idea
that behaviours are reinforced and tend to continue,
while behaviours that are punished will eventually
end.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

46. Social learning theory (Bandura)
 People learn from others via observation, imitation, and
modelling.
 This theory is a bridge between behaviouristic and cognitive
learning theories because it includes attention, memory and
motivation
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

47. The Models
Mastery learning:
Developed by Benjamin Bloom, James Block.
Direct Instruction:
Tom Good, et.al.
Simulation:
Carl Smith, Mary Smith.
Social learning:
Albert Bandura, et.al
Programmed schedule:
By B.F. Skinner
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

48. Competency Based Model
According to Houston & Clarke
5 stages are:
1) Cognitive Competencies
2) Performance Competencies
3) Consequence Competencies
4) Affective Competencies
5) Exploratory Competencies
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

49. Competency Based Teacher Education
It is defined as an instructional system in which a
performance based learning process is used.
The learner demonstrates his/her level of attainment on
subject matter area
 Competencies Based Teacher Education is a process and
not a product.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

50. Characteristics of Model
 Competencies are carefully selected.
 Participants knowledge and skills get enhanced.
 Methods of instructions involve mastery learning.
 Learning is self paced.
 Variety of support materials like print, audio visual and simulation
are involved.
 Flexible training take place
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

51. Models Of Competency Based Teacher
Education
By poster presentation
Classroom interaction
Chalk board presentation
Individualised programmes
Field based Programmes
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

52. Inquiry Oriented Teacher Education Model
Inquiry : Natural way that humans learn about their
environment
 Suchman was the originator of Inquiry teaching programme
 Learning by Inductive thinking, creative thinking, discovery
learning, scientific methods.
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

53. Tips for Inquiry Based learning
 Give time to prepare
 Use collaborative learning
 Age appropriate activities
 Develop good questions
 Incorporate discovery into lessons
 Incorporate observation into lessons
 Use measurement in lessons
 Use model- building exercises in lessons
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

54. Models of Inquiry Teaching
Inductive Inquiry
Discovery Learning
Problem solving
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

55. Inductive Inquiry:
Concept or principle is discovered by the student.
Discovery learning:
i. Advocated by Jerome Bruner
ii. Essence of how students learn concepts and ideas
iii. Some practical suggestions for discovery learning are:
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N

56.  Encourage curiosity
 Help students to understand the structure of new information
 Design Inductive labs and activities
Problem solving:
 Method of Inquiry is used to teach problem solving skills
 Helps to solve students real time problems
Department of Education, Manonmaniam
Sundaranar University, Tirunelveli, T.N