Pedagogical Reasoning


Overview

In this course we will be using a theoretical approach we call ‘pedagogical reasoning’. In having this focus we want you to be creating a portfolio in which you will begin what should be a career long practice of documentation, critical evaluation and reflection on your teaching practice. In applying a pedagogical reasoning framework we are asking you to move between the powerful generalisations of the principles found in education research and theory, and the memorable particularities of cases. We deliberately do not articulate a two sentence definition of 'pedagogical reasoning'. The closest we get is to say that it is an approach to thinking through your teaching and linking theory and practice that takes on a unique form for each individual, although there are some underlying principles and ideas. Instead we encourage you to read, think, discuss and experiment with the concept. The examples and uses provided here do not indicate a given approach, they are merely provided to prompt your thinking.

To fully understand this concept it is essential that you closely read the references below. These reading are available via your CPP unit e-reserve. We also recommend you follow the reading guide below. This guide is deliberately targeted at assignment 3 as it is in this assignment that you will articulate and use the approach, however we encourage you to start thinking about the approach sooner rather than later. Previous students have strongly suggested that we introduce the concept early in the course - in response we will be doing a couple of sessions in week 1 and week 3 (please see the course timetable for details).

Essential references (e-reserve)

  • Pedagogical Reasoning Reading Guide
  • Hammerness, K., Darling-Hammond, L., & Shulman, L. (2001). Towards Expert Thinking: How Case-Writing Contributes to the Development of Theory-Based Professional Knowledge in Student-Teachers. Report: ED472392. 31pp. Apr.
  • Nilsson, P. (2009). From lesson plan to new comprehension: exploring student teachers' pedagogical reasoning in learning about teaching. European Journal of Teacher Education, 32(3), 239 - 258.
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2).
  • Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.
  • Wilson, G., & I’Anson, J. (2006). Reframing the practicum: Constructing performative space in initial teacher education. Teaching & Teacher Education, 22(3), 353- 361.

Recommended references (e-reserve)

  • Britzman, Deborah P (2003). Practice makes practice: a critical study of learning to teach (Rev. ed). State University of New York Press, Albany. (Intro on e-reserve)
  • Klink, William(2010) 'Don't I Wish My Professor Was Hot Like Me', Review of Education, Pedagogy, and Cultural Studies, 32: 4, 431 — 446.
  • Middleton, S. (2005) Pedagogy and Post-Coloniality: Teaching ‘education’ online, Discourse: studies in the cultural politics of education, 26(4), pp. 511-525.
  • Shulman, L., & Shulman, J. (2004). “How and what teachers learn: A shifting perspective.” Journal of Curriculum Studies 36.2: 257-271.
  • Shulman, L., & Sherin, M. G. (2004). “Fostering communities of teachers as learners: disciplinary perspectives.” Journal of Curriculum Studies 36.2: 135-140.

Support material


Lecture 12 July 2011 (it's the second hour of the below)


An Overview to Assignment 3 (pedagogical Reasoning) 2011