University of Illinois Urbana-Champaign

A knowledge base for teaching: Examination of a program

Cummings, Katharine E.

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https://hdl.handle.net/2142/21004

Description

Title
A knowledge base for teaching: Examination of a program
Author(s)
Cummings, Katharine E.
Issue Date
1989
Doctoral Committee Chair(s)
Johnson, William D.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Teacher Training
  • Education, Secondary
Language
eng
Abstract
  • The study attempted to describe a knowledge base for teacher education, using an extant program as a particular case for study. The study also examined the models presented in the program and the ways in which candidates were introduced to the knowledge base literature.
  • The study was designed to be descriptive and to make use of non-intrusive methods. Written artifacts from the program, including faculty statements and course syllabi, were examined. Topics from course syllabi were classified according to nine knowledge categories suggested by the work of Lee Shulman.
  • The results of the study indicated that the majority of knowledge base items could be classified as general pedagogical knowledge or pedagogical content knowledge. Candidates were directed to the knowledge base literature through suggested readings, although disparities among course requirement were noted.
  • Although the program had adopted a particular instructional model, the model was not mentioned in course syllabi topics. The sources for the model were cited infrequently in course syllabi and faculty statements. Other instructional models were presented directly to candidates as course content.
  • Teacher education programs attempting to respond to the NCATE Knowledge Base Standard are given little guidance. No protocol has emerged for representing the knowledge base of a program. Program content, as represented by course syllabi, provides some indication of the knowledge base presented to candidates. Other representations of a knowledge base might be explored. Knowledge seems to represent only one base for a teacher education program. The definition of other bases, including perhaps dispositions, technical skills, personality traits, and philosophy may provide a more helpful description of the rationale or foundation on which a program is based.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/21004
Copyright and License Information
Copyright 1989 Cummings, Katharine E.

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