Abstract

Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning.Keywords: mathematics teachers; pedagogical reasoning

Highlights

  • The term of Pedagogical Reasoning was introduced by Shulman (1987) in his model of pedagogical reasoning and action, refers as a process of transforming knowledge, such as transforming the subject content knowledge into teachable content by considering students' diversity of ability and needs

  • The tools for investigating or improving teachers’ pedagogical reasoning are critical in the transformation process since they are the key components of the cyclic process of pedagogical reasoning (i.e. Shulman’s model). These various tools have their own characteristics in how and when they would be used in teacher education program, which is discussed in this present study

  • The tools for pedagogical reasoning Shulman’s phases of pedagogical reasoning Based on table 1, we can see the correspondence between the tools of pedagogical reasoning and Shulman’s model of pedagogical reasoning

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Summary

Introduction

The term of Pedagogical Reasoning was introduced by Shulman (1987) in his model of pedagogical reasoning and action, refers as a process of transforming knowledge, such as transforming the subject content knowledge into teachable content by considering students' diversity of ability and needs. Teachers’ pedagogical reasoning might be accessible through teacher professional development, such as practice-based and collaboration (Pella, 2015). According to model of activity by Engeström (1999), professional development consists of some components including tools, subject, and object. The tools for investigating or improving teachers’ pedagogical reasoning are critical in the transformation process since they are the key components of the cyclic process of pedagogical reasoning (i.e. Shulman’s model). These various tools have their own characteristics in how and when they would be used in teacher education program, which is discussed in this present study. This review paper aims to examine what and how the tools could be employed to enhance teachers’ pedagogical reasoning by answering the following questions: (1) What are the tools that investigated and used in these studies related to pedagogical reasoning? And how they connect to Shulman’s model of pedagogical reasoning? And (2) What are the features of the tools used for pedagogical reasoning?

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