Profesores de Sustancia: El conocimiento de la materia para la enseñanza

  • Pamela L. Grossman Universidad de Washington
  • Suzzane M. Wilson Universidad del Estado de Michigan
  • Lee S. Shulman Universidad de Stanford
Palabras clave: conocimiento de la materia, formación del profesorado, conocimiento sustantivo y sintáctico para la enseñanza, creencias sobre la materia.

Resumen

En este trabajo se aducen, en primer lugar, un conjunto de razones por las que, en el contexto norteamericano, es relevante el conocimiento de la materia en la formación del profesorado. Después se hace una revisión crítica de la investigación que se ha hecho en este área, centrándose en su propio programa de investigación sobre “Desarrollo del conocimiento en una profesión”. Finalmente, se definen y exploran cuatro dimensiones sobresalientes del conocimiento de la materia para la enseñanza: conocimiento del contenido, conocimiento sustantivo, conocimiento sintáctico y creencias acerca de la materia.

Biografía del autor/a

Pamela L. Grossman, Universidad de Washington
Profesora en College of Education, Universidad de Washington
Suzzane M. Wilson, Universidad del Estado de Michigan

Profesor en la Universidad del Estado de Michigan y del centro de escolaridad y enseñanza. 


 

Lee S. Shulman, Universidad de Stanford

Profesor Emeritus de la Universidad de Stanford. Presidente de la fundación Carnegie. Presidente de la Asociación Americana de Investigación Educativa (AERA) 

Citas

Abelson, R. (1979). Differences between belief systems and knowledge systems. Cognitive Science, 3, 355-366.

Anderson, C. W. (1987, May). The role of education in the academic disciplines in teacher preparation. Paper presented at the Rutgers Invitational Symposium on Education: The Graduate Preparation of Teachers, New Brunswick, NJ.

Ball, D. (1988). Knowledge and reasoning in mathematical pedagogy: Examining what prospective teachers bring to teacher education. Unpublished doctoral dissertation in progress. Michigan State University, East Lansing.

Ball, D., & Feiman-Nemser, S. (1988). Using textbooks and teacher's guides: A dilemma for beginning teachers and teacher educators. Curriculum Inquiry, 18(4), 401-423.

Bassham, H. (1962). Teacher understanding and pupil efficiency in mathematics: A study of relationships. Arithmetic Teacher, 9, 383-387.

Baum, L. F. (1956). The wizard of Oz. Chicago: Reilly & Lee.

Baxter, J. (in preparation). Bryan: A case study of a beginning biology teacher (Knowledge Growth in a Profession Publication Series). Stanford, CA: Stanfort University, School of Education.

Baxter, J., Richert, A. E., & Sailor, C. (1985). Content and process in biology (Knowledge Growth in a Profession Publication Series). Stanford, CA: Stanford University, School of Education.

Begle, E. (1972). Teacher knowledge and pupil achievement in algebra (Tech. Rep. No. 9). Stanford, CA: Stanford University, School Mathematics Study Group.

Boyer, E. L. (1987). College: The undergraduate experience in America. New York: Harper & Row.

Buchmann, M. (1984). The priority of knowledge and understanding in teaching. In L. G. Katz & J. D. Raths (Eds.), Advances in teacher education (Vol. 1, pp. 29-50). Norwood, NJ: Ablex.

Bussis, A. M., Chittenden, F., & Amarel, M. (1976). Beyond surface curriculum. Boulder, CO: Westview Press.

Byrne, C. J. (1983, October). Teacher knowledge and teacher effectiveness: A literature review, theoretical analysis and discussion of research strategy. Paper presented at the 14th Annual Convention of the Northeastern Educational Research Association, Ellenville, NY.

Claderhead, J., & Miller, E. (1985, September). The integration of subject matter knowledge in student teachers'classroom practice. Paper presented at the annual meeting of the British Educational Research Association, Sheffield.

Carlsen, W. S. (1988). The effects of science teacher subjectmatter knowledge on teacher questioning and classroom discourse. Unpublished doctoral dissertation, Stanford University, Standford, CA.

Carpenter, T. P., Fennema, E., Peterson, P. L., & Carey, D. A. (1998). Teachers' pedagogical content knowledge in mathematics. Journal for Researchin Mathematics Education, 19, 385-401.

Conant, J. (1963). The education of American teachers. New York: McGraw-Hill.

Dewey, J. (1983). The child and the curriculum. In. J. A. Boydston (Ed.), Jonh Dewey: The middle works, 1899-1924, Volume 2: 1902-1903 (pp. 273-91). Carbondale, IL: Southern Illinois University Press.

Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt, Rinehart, & Winston.

Elbaz, F. (1983). Teacher thinking: A study of practical knowledge, New York: Nichols.

Feiman-Nemser, S. (1985a). The First year of teacher preparation: transition to pedagogical thinking (Research Series Nº 156). East Lansing: Michigan State University, Institute for Research on Teaching.

Feiman-Nemser, S. y Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teacher College Record, 87(1), 53-65.

Grossman, P.L. (1987a). Conviction -that granitic base: A case study of Martha, a beginning english teacher. Stanford, CA.: Knowledge Growth in Teaching Publications Series, Stanford University, School of Education.

Grossman, P.L. (1987b). A Passion for language: A case study of Colleen, a beginning english teacher. Stanford, CA.: Knowledge Growth in Teaching Publications Series, Stanford University, School of Education.

Grossman, P.L. (1987c). A tale of two teachers: the role of subject matter orientation in teaching. Stanford, CA.: Knowledge Growth in Teaching Publications Series, Stanford University, School of Education.

Grossman, P.L. (1988). A study in contrast: sources of pedagogical content knowledge for secondary english. UNpublished doctoral dissertation. Stanford University, Stanford, CA.

Grossman, P.L. (en prensa). What are we talking about anyhow? Subject matter knowledge of English teachers. En J. Brophy (ed.): Advances in research on teaching, vol. 2: Subject matter knowledge (pp. 245-264). Greenwich, CT: JAI Press, 1991.

Grossman, P.L. y Gudmundsdottir, S. (1987). Teachers and texts: An expert/novice study in English. Stanford, CA.: Knowledge Growth in Teaching Publications Series, Stanford University, School of Education.

Grossman, P.L., Reynolds, J.A., Ringstaff, C. y Sykes, G. (1985). From English major to English teacher: New approaches to and old problem. Stanford, CA.: Knowledge Growth in Teaching Publications Series, Stanford University, School of Education.

Grossman, P.L. y Rickert, A.E. (1988). Unacknowledged knowledge growth: A reexamination of the effects of teacher education, Teaching and Teacher Education, 4(1), 53-62.

Gudmundsdottir, S. (1987a). Learning to teach social studies: Case studies of Cathy and Chris (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

Gudmundsdottir, S. (1987b). Pedagogical content knowledge: Teachers' ways of knowing (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

Gudmundsdottir, S., Carey, N. y Wilson, S.M. (1985). Role of prior subject matter knowledge in learning to teach social studies (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

Gudmundsdottir, S. y Shulman, L.S. (1987). Pedagogical content knowledge in social studies, Scandinavian Journal of Educational Research, 31(2), 59-70. Edic. cast.: “Conocimiento didáctico en Ciencias Sociales",

Haertel, E.H. (1986). The valid use of student performance measures for teacher education. Educational Evaluation and Policy Analysis, 8, 45-60.

Hasweh, M.Z. (1985). An exploratory study of teacher knowledge and teaching: The effects of science teachers' knowledge of subject matter and their conceptions of learning on their teaching. Unpublished doctoral dissertation, Stanford University, Stanford, CA.

Hasweh, M. Z. (1987). Effects of subject-matter knowledge in the teaching of biology and physics, Teaching and Teacher Education, 3(2), 109-120.

Haymore, J. (1987a). From succesful student to frustated teacher: A case study of Sharon, a beginning math teacher (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

Haymore, J. (1987b). Math teacher or English teacher? A case study of Scott, a beginning math teacher (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

Holmes Group (1986). Tomorrow's teachers: A report of the Holmes Group. East Lansing, MI: Author.

Hunkler, R.F. (1968). Achievement of sixth grade pupils in modern mathematics as related to their teachers' math preparation. Unpublished doctoral dissertation. Texas A. & M. University, College Station.

Kuhn, T.S. (1970). La estructura de las revoluciones científicas. México: F.C.E. (original publicado en 1962).

Lampert, M. (1985). Mathematics learning in context: "The Voyage of the Mimi", The Journal of Mathematical Behavior, 4, 157-167.

Leinhardt, G. y Smith, D.A. (1985). Expertise in mathematics instruction: subject matter knowledge, Journal of Educational Psychology, 77, 247-271.

Leinhardt, G. y Greeno, J. (1985). The cognitive skill of teaching, Journal of Educational Psychology, 78, 75-95.

Marks, R. (1987). Those who appreciate: A case study of Joe, a beginning mathematics teacher (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

McEwan, H. (1987). Interpreting the subject domains for students: Towards a rhetorical theory of teaching. Unpublished doctoral dissertation. University of Washington, Seatle.

McGraw, L. (1987). An Anthropologist in the clasroom: A case study of Chris, a beginning social studies teacher (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

Neale, D.C., Smith, D.C., Wier, E.A. (1987, abril). Teacher thinking in elementary science instruction. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

Nespor, J. (1985). The role of beliefs in the practice of teaching: Final report of the Teacher Beliefs Study. (R.& D Report Nº 8024). Austin: University of Texas, Research and Development Center for Teacher Education.

Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317-328.

Reynolds, A., Haymore, J., Ringstaff, C. y Grossman, P. (en prensa). Teachers and curricular materials: who is driving whom?, Curriculum Perspectives, 8(1), 1988, 22-29.

Schwab, J.J. (1961). Education and the structure of the disciplines. En Westbury, I. y Wilkof, N. (Eds.): Science, curriculum, and liberal education: selected essays of Joseph L. Schwab. University of Chicago Press, 1978, 229-272.

Shulman, L.S. (1986a). Those who understand: knowledge growth in teaching, Educational Researcher, 15(2), 4-14.Trad. y edición española (“El saber y entender de la profesión docente”) en Estudios Públicos (Centro de Estudios Públicos, Chile), núm. 99, 2005, 195-224.

Shulman, L.S. (1987). Knowledge and teaching: foundations of the new reforms, Harvard Educational Review, 57(1), 1-22. Edic. cast.: “Conocimiento y enseñanza: fundamentos de la nueva reforma”.

Steinberg, R., Marks, R., y Haymore, J. (1985). Teachers' knowledge and structuring of content in mathematics (Technical Report of Knowledge Growth in a Profession Research Project). Stanford, CA.: School of Education, Stanford University.

Wilson, S.M. (1988). Representations of knowledge in teaching: A case of American history. Unpublished doctoral dissertation, Stanford University, Stanford, CA.

Wilson, S.M., Shulman, L.S. y Richert, A.E. (1987). '150 different ways' of knowing: Representations of knowledge in teaching. En J. Calderhead (Ed.), Exploring Teacher Thinking. London: Cassell, 104-124.

Wilson, S.M. y Wineburg, S.S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history, Teachers College Record, 89(4), 525-539.

Wineburg, S.S. (1987). From fieldwork to classwork: A case study of Cathy, a beginning social studies teacher. (Knowledge Growth in a Profession Publication Series). Stanford, CA.: Stanford University, School of Education.

Publicado
2005-09-01