Journal- Case Evaluation
the Case study of a veteran English Teacher name “Nancy- It is apparent that
she has a great passion for teaching and learning in the classroom. Nancy appears
to have a fully comprehensive knowledge of the content that is being taught to
her students. This according to (Shulman 1987) refers to “A knowledge base of
teaching” that he suggests is an answer to the question of the intellectual,
practical, and normative basis for the professionalization of teaching. Nancy possesses
fervour for delivering the content to her students in a highly dynamic and well
organised manner. This is shown by the teaching strategies that she employs
such as interacting with the students through recitations and open ended
discussions, posing questions and probing for alternative views from the
students, just to name a few. This significantly contributes to the education
of her students who appear to be taking the responsibility for their own learning.
the case presented, it is said that even when Nancy was sick and unable to
execute her lesson in a normal fashion, the students were already conditioned
into an environment of learning and engagement. Nancy utilized many classroom
management styles, skills and techniques which many believe to be the most
dwelled upon characterization of an effective teacher. (Shulman 1987), He
argues that few descriptions and analyses of teachers focus not only on
classroom management but should on “management
of ideas within classroom discourse”. Hence, proposing that if both of
these methods are employed and emphasised the idea of a best practice for
teaching would lead to a more successful education plan.
was read that Nancy taught a framework which was quite meaningful to the lives
of the students that she taught. This is synonymous with the notion that
education is definitely not the same as schooling; however the idea that
education is a lifelong process of acquiring knowledge and development
throughout a person’s existence and not merely trying to drill into students learning,
in accordance to a designed lesson plan.
1987) promotes a framework for a knowledge base of teaching as “domains of scholarship and experience from
which teachers may draw their understanding”. It was read that Nancy kept teaching the same material based
on her own study and understanding of teaching and was able to successfully
educate students by providing all content from the body and knowledge of skill
she possessed. By focusing on certain topics it was realised by (Shulman 1987)
that certain types of content knowledge and pedagogical strategies essentially
networks in the psychology of a teacher such as Nancy.
addition Nancy’s admirable teaching was empowered by the framework- the
pedagogical reasoning and action (Shulman 1987). This framework describes teaching
as ‘reasoning and action’ which is defined as the power of the mind to think, understand, and form
judgments by a process of logic while doing; in collaboration with teaching in
an attractive manner that requires student’s involvement along with their
interaction. This is manifested by Nancy’s student’s ability to work
independently if necessary or as a group, in addition to her dynamic teaching
styles, adapting and delivering to all learning styles and employing high
levels of flexibility. For this reason the writer compliments Nancy on her overall
teaching methods including the understanding of her subject-matter and
Shulman, L. (2004). Knowledge and teaching:
Foundations of the new reform. In L. Shulman, Essays On Teaching, Learning And
Learning To Teach (pp. 219-248). San Francisco, CA: Jossey-Bass.
Lee Shulman (1987) Knowledge and Teaching: Foundations of the New Reform.
Harvard Educational Review: April 1987, Vol. 57, No. 1, pp. 1-23
Darling-Hammond, L., & Baratz-Snowden, J. C.
(2005). A good teacher in every classroom: preparing the highly qualified
teachers our children deserve. San Francisco, CA: Jossey-Bass.