Shulman’s Theoretical Categories: An Integrative Review in the Field of Teacher Education

Abstract

This study presents an integrative literature review. It aim was to identify the trends and characteristics of Brazilian academic researches that used the theoretical categories of teaching knowledge, formulated by Shulman and collaborators: pedagogical content knowledge (PCK), pedagogical action and reasoning processes. We found 114 studies, most of which published since 2010. The studies focus mainly on the initial education of teachers who teach in the final years of fundamental (from 11 to 14 years old) and high school, to understand how PCK is developed and mobilized. The analysis presented here can stimulate the development of further research.

Instruments to Access the Chemistry Pedagogical Content Knowledge: An Integrative Review

“…In addition to the topic-specific nature of the PCK, the results show that the most investigated public when dealing with PCK are teachers in practice in basic education and teachers in training, which is in line with the results obtained by Almeida et al (2019) for PCK research, in general, in Brazil, and with the results of the research by Goes and Fernandez (2018) for PCK research in Chemistry, although, in the latter case, the authors report a scarcity of publications for the high school. Barnett and Hodson (2001) argued that experienced teachers tend to have a more organized PCK and, therefore, more open to explanation and documentation so that the teacher training process can be reflected and redesigned.…”

“…Barnett and Hodson (2001) argued that experienced teachers tend to have a more organized PCK and, therefore, more open to explanation and documentation so that the teacher training process can be reflected and redesigned. It is also possible to conclude that, for the PCK in Chemistry, the results suggest the same trend pointed out by Padilla and Van Driel (2011), Padilla and Garritz (2015), Goes and Fernandez (2018), and Almeida et al (2019), in which there is still little clarity in the PCK research in Chemistry of professors in higher education, which may reflect a barrier to both the acceptance of the construct as a potential tool for the development of the PCK in higher education and to design curriculum for training teachers at this level of education. About this fact, Shulman et al (2006) criticize the PhDs in Education, culminating in a proposal defined by the term "Professional Practice Doctorate", the PPD, in the sense of pointing out ways for the discussion on the training of teachers to work in higher education.…”

“…Regarding the use of a specific topic, the results indicate a tendency to link the specificity of the topics to PCK research, following the same trend pointed out by Almeida et al (2019). The initial ideas of Shulman (1986), the study developed by Abell (2008), the model and knowledge base proposed by Azam (2019), and the very concept of the PCK proposed by Pena and Mesquita (2020) pointed to the nature of topic-specific for the PCK and the results confirm this trend.…”

“…As seen, research on PCK has increased substantially since the term was proposed by Lee Shulman in 1986 and several researchers have already demonstrated this perception (Aydin & Boz, 2013;De Jong et al, 2005;Fernandez, 2015b;Kleickmann et al, 2013). The results point to a significant increase in publications involving PCK research in Chemistry, especially in the last decade and this is in line with the results obtained by Almeida et al (2019) in the perception of greater dissemination in the ideas initially discussed by Shulman from the last decade. The USA, as the country of origin of the construct, still leads the publications, according to the results exposed by this research, agreeing with the research carried out by Goes and Fernandez (2018), but, it can be observed that its dissemination is worldwide, especially in the case of partnerships established at an international level, which make up a considerable frequency of the analysed publications.…”

O retorno às aulas no pós-pandemia

“…Assim, nos contextos das variáveis enfocadas, para a escola pública E1 e escola privada E2, sintetizando na Figura 1 os pontos considerados, a partir de Shulman (1987) e Almeida et al (2019).…”