Knowledge and Teaching: Foundations of the New Reform

Item

Title

Knowledge and Teaching: Foundations of the New Reform

Abstract/Description

Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.

Author/creator

Shulman, Lee S.

Date

1987

In publication

Harvard Educational Review

Volume

57

Issue

1

Pages

1-23

Resource type

en Background/Context

Medium

en Print

Background/context type

en Conceptual

Open access/free-text available

en No

Peer reviewed

en Yes

ISSN

0017-8055

DOI

10.17763/haer.57.1.j463w79r56455411

URL

Official Journal Webpage (Harvard Educational Review)

Citation

Shulman, L. (2011). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Cited in

The Policy Context of United States Educational Innovation and Improvement

Resource status/form

en Published Text

Scholarship genre

en Theoretical

Abbreviation

Harvard Educational Review

Item sets

Oxford Bibliography: The Policy Context of United States Educational Innovation and Improvement

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