LearningJournal- Case EvaluationInthe Case study of a veteran English Teacher name “Nancy- It is apparent thatshe has a great passion for teaching and learning in the classroom. Nancy appearsto have a fully comprehensive knowledge of the content that is being taught toher students. This according to (Shulman 1987) refers to “A knowledge base ofteaching” that he suggests is an answer to the question of the intellectual,practical, and normative basis for the professionalization of teaching. Nancy possessesfervour for delivering the content to her students in a highly dynamic and wellorganised manner.

This is shown by the teaching strategies that she employssuch as interacting with the students through recitations and open endeddiscussions, posing questions and probing for alternative views from thestudents, just to name a few. This significantly contributes to the educationof her students who appear to be taking the responsibility for their own learning.Fromthe case presented, it is said that even when Nancy was sick and unable toexecute her lesson in a normal fashion, the students were already conditionedinto an environment of learning and engagement. Nancy utilized many classroommanagement styles, skills and techniques which many believe to be the mostdwelled upon characterization of an effective teacher.

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(Shulman 1987), Heargues that few descriptions and analyses of teachers focus not only onclassroom management but should on “managementof ideas within classroom discourse”. Hence, proposing that if both ofthese methods are employed and emphasised the idea of a best practice forteaching would lead to a more successful education plan. Itwas read that Nancy taught a framework which was quite meaningful to the livesof the students that she taught. This is synonymous with the notion thateducation is definitely not the same as schooling; however the idea thateducation is a lifelong process of acquiring knowledge and developmentthroughout a person’s existence and not merely trying to drill into students learning,in accordance to a designed lesson plan.     (Shulman1987) promotes a framework for a knowledge base of teaching as “domains of scholarship and experience fromwhich teachers may draw their understanding”. It was read that   Nancy kept teaching the same material basedon her own study and understanding of teaching and was able to successfullyeducate students by providing all content from the body and knowledge of skillshe possessed. By focusing on certain topics it was realised by (Shulman 1987)that certain types of content knowledge and pedagogical strategies essentiallynetworks in the psychology of a teacher such as Nancy.

Inaddition Nancy’s admirable teaching was empowered by the framework- thepedagogical reasoning and action (Shulman 1987). This framework describes teachingas ‘reasoning and action’ which is defined as the power of the mind to think, understand, and formjudgments by a process of logic while doing; in collaboration with teaching inan attractive manner that requires student’s involvement along with theirinteraction. This is manifested by Nancy’s student’s ability to workindependently if necessary or as a group, in addition to her dynamic teachingstyles, adapting and delivering to all learning styles and employing highlevels of flexibility. For this reason the writer compliments Nancy on her overallteaching methods including the understanding of her subject-matter andpedagogical skills.Nancy           SourcesShulman, L. (2004). Knowledge and teaching:Foundations of the new reform.

In L. Shulman, Essays On Teaching, Learning AndLearning 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. 1-23Darling-Hammond, L., & Baratz-Snowden, J. C.

(2005). A good teacher in every classroom: preparing the highly qualifiedteachers our children deserve. San Francisco, CA: Jossey-Bass.