LEE SHULMAN: CONTRIBUTIONS TO RESEARCH ON TEACHER TRAINING IN NURSING AND HEALTH

Backes, Vânia Marli Schubert; Menegaz, Jouhanna do Carmo; Miranda, Fernanda Alves Carvalho de; Santos, Lauriana Medeiros Costa; Cunha, Alexandre Pareto da; Patrício, Samira Souza

doi:10.1590/0104-07072017001080017

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Reflection • Texto contexto - enferm. 26 (4) • 2017 • https://doi.org/10.1590/0104-07072017001080017 copy

LEE SHULMAN: CONTRIBUTIONS TO RESEARCH ON TEACHER TRAINING IN NURSING AND HEALTH

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Objective:

to reflect on the basic knowledge construct for teaching, the sources of this knowledge and Shulman's Model of Pedagogical Reasoning and Action with a view to investigating teacher training in nursing and health.

Method:

this reflection is articulated in three sections: about Lee Shulman; Sources and baseline knowledge for teaching; Pedagogical reasoning and action model.

Result:

Lee Shulman is a North American researcher and emeritus professor at Stanford University. In his article entitled Knowledge and teaching: foundations of the new reform, originally published in 1987, he presented three constructs for the understanding and investigation of the teaching practice, which have influenced researchers in different knowledge areas since then, such as biology, mathematics, English, music and social sciences. These constructs are now used and inserted in nursing and health research as well.

Conclusion:

the constructs are presented, concluding that their use in research can contribute to the analysis of teacher training and teaching practice.

DESCRIPTORS:
Faculty; Teaching; Health human resource training; Nursing; Pedagogical reasoning and action

Category	Description	Question
Content knowledge	Knowledge about the content to be taught, its insertion in a disciplinary field, its theoretical-practical implications and the relation with the other disciplines. It is essential for teaching practice because the teaching process necessarily starts in a circumstance in which the teacher understands what should be learned and how it should be taught. The full mastery of the specific content expands the possibilities of teacher intervention and its shortage restricts the routes to be followed in teaching, making it difficult to understand to what extent the student has learned and which are the most common mistakes.	What is taught?
General pedagogical knowledge	General principles and strategies for class management and organization that go beyond the subject, so that the application of the teaching-learning methods should happen in a fluid and dynamic manner, guided by the learning objectives, aiming to favor the knowledge construction, mitigating students' difficulties, such as the understanding and application of the knowledge to the reality. This demands didactical-pedagogical preparation from the teachers in their continuing and ongoing training.	How is it taught?
Curriculum knowledge	Master of the materials and programs that serve as "tools for the trade" of the teacher, as teaching a subject or content is not a goal in itself, but a vehicle at the service of other ends. Hence, it is essential to get to know the organization and fundamental principles of the course, the insertion of the content and subject in the education, the repercussion and contributions of this discipline to the student and his human and professional development, so as to allow the teacher to develop the subject with consciousness and intentionality.	What phase of the teaching process has been reached?
Knowledge about the students and their characteristics	Knowledge about the students, individual and collectively, in their conceptions, preconceptions, forms of learning and most common mistakes, contextualizing them in their life histories, to welcome the different learning needs. Without this knowledge, the teacher can support his decisions on his view of how it was like when he was a student, or ignore the student's learning process, trends that may entail negative developments, making it difficult to adapt the pedagogical objectives and teaching methods to the students' characteristics.	Who is taught?
Educational context knowledge	Understanding that ranges from the micro-aspect, such as group, class and school functioning, to the macro-aspect, such as school management and funding, to the nature of the communities and cultures. This awareness of the conjuncture marks the operation of teaching, favors greater commitment to the institution, the community and society in general.	What do they believe in and how do they perceive the social, cultural, political and economic knowledge?
Knowledge about the objectives, goals and educational values and their philosophical and historical foundations	Awareness of what objectives, goals and values guide teaching, which have philosophical and historical foundations, being implicit or explicitly manifested in the curriculum and school culture. Also includes the search for knowledge about the culture the student comes from. The teacher should assume a posture of facilitator of the teaching-learning process and center on the development, so that the student constructs his own knowledge, but needs to acknowledge that the student is not a being without background conceptions, but should evolve to reach the scientific knowledge.	From and to where is teaching offered and from where does the other learn?
Pedagogical content knowledge	Specific knowledge of the teacher who, in pedagogical action, integrates subject and didactics to make the content understandable to the student, mobilizing the other basic knowledge categories for teaching synergistically. Therefore, it has a highly relevant role in basic knowledge and refers to a personal construction of the teacher who, by intertwining all of his experiences and combining the knowledge, structures a particular and in-depth conception of the theme with a view to its teaching.	What, how, when, where and why?

Sources	Description
Academic education on the subject	It rests on two bases: (a) the bibliography and all accumulated scientific development about the content of the discipline; (b) and the historical and philosophical academic knowledge about the nature of knowledge in the fields of study. Teachers need to understand alternative theories of interpretation and criticism, and how these could relate to aspects of curriculum and teaching. They also need to understand the structures of the subject taught, the principles of conceptual organization and inquiry that help to answer the questions: what are the important ideas and skills in this field of knowledge; how do those who generate knowledge in this area incorporate new ideas and rule out misunderstandings; what is essential and what is peripheral in a discipline; what are the alternative explanations for principles and concepts. This source allows the teacher to develop the ability to convey ideas about how to obtain knowledge in a field and a series of attitudes and values that influence the students' understanding of the content.
Pedagogical structures and materials; Specialized educative structure	The materials and context of the institutionalized educational process, academic bibliography to understand the processes of schooling, teaching and learning. The insertion in the educational context allows the study of diverse materials that will support the teaching practice, such as curriculum, teaching guidelines and textbooks of the area, which are shared among teachers and indicated for reading. Other important opportunities for learning are the moments of dialogue and coexistence among teachers and with the school management, the experience of moments of pedagogical training and participation in forums for discussion on the educational policy, school organization, curriculum, school funding and the structure of the teaching profession. Through this source, the teacher broadens his knowledge of the context, the curriculum, the students and the general pedagogical knowledge, strengthening the pedagogical content knowledge.
Investigation on schooling; social organizations; human learning; teaching and development; and other sociocultural phenomena that influence the teacher's practice	The search for knowledge in correlated areas, such as education, psychology and psycho-pedagogy, as well as the teacher's background education, to support the construction of general pedagogical knowledge, knowledge about the students and the curriculum, which support the pedagogical content knowledge. When the teacher starts his teaching career without a pedagogical background, it is common to reproduce models of other teachers' practices, as well as the insecurity about managing the classroom and being able to help the student to learn what the teacher knows and is able to do. This shows the essential importance of the teacher to seek this source of knowledge, as well as the importance of the school to stimulate this process, through moments of pedagogical training, encouragement of experience sharing among teachers, continuous pedagogical monitoring of the teaching staff and particular support to novel teachers.
Wisdom gained through practice	The least coded area, but the maxim that guides competent teachers' practice, being constructed through the deepening of professional practice, imbued with a critical and reflexive spirit to analyze the action itself and the students' answers to the teaching-learning process. It also includes the commitment to the human and professional development process, in which the teacher aims to gain maturity and further awareness of his actions in order to continuously construct and reconstruct his knowledge and actions.

Universidade Federal de Santa Catarina, Programa de Pós Graduação em Enfermagem Campus Universitário Trindade, 88040-970 Florianópolis - Santa Catarina - Brasil, Tel.: (55 48) 3721-4915 / (55 48) 3721-9043 - Florianópolis - SC - Brazil
E-mail: textoecontexto@contato.ufsc.br

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[1] Correspondence: Jouhanna do Carmo Menegaz, Universidade Federal do Pará. Faculdade de Enfermagem. Instituto de Ciências da Saúde, Cidade Universitária Prof. José da Silveira Neto, Campus Profissional II, Complexo Saúde. Rua Augusto Corrêa, 01, 66075-110 - Guamá, Belém, PA, Brasil. E-mail: jouhanna@ufpa.br