Gary D. Fenstermacher

Bio: Gary D. Fenstermacher is an academic researcher from University of Arizona. The author has contributed to research in topics: Educational research & Higher education. The author has an hindex of 17, co-authored 34 publications receiving 3137 citations. Previous affiliations of Gary D. Fenstermacher include University of California, Los Angeles & Virginia Tech.

The Knower and the Known: The Nature of Knowledge in Research on Teaching

Abstract: This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching. Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching. Of particular interest is the growing research literature on the knowledge that teachers generate as a result of their experience as teachers, in contrast to the knowledge of teaching that is generated by those who specialize in research on teaching. This distinction, as will become apparent, is one that divides more conventional scientific approaches to the study of teaching from what might be thought of as alternative approaches.

Chapter 1: The Knower and the Known: The Nature of Knowledge in Research on Teaching:

Abstract: This chapter is a review of conceptions of knowledge as they appear in selected bodies of research on teaching. Writing as a philosopher of education, my interest is in how notions of knowledge are used and analyzed in a number of research programs that study teachers and their teaching. Of particular interest is the growing research literature on the knowledge that teachers generate as a result of their experience as teachers, in contrast to the knowledge of teaching that is generated by those who specialize in research on teaching. This distinction, as will become apparent, is one that divides more conventional scientific approaches to the study of teaching from what might be thought of as alternative approaches. A number of good reviews of the teacher knowledge literature are available elsewhere. Although these reviews tend to be confined to a particular genre of teacher knowledge research, they are thoughtful, probing, and helpful. Among them are Kathy Carter's (1990) chapter in the Handbook of Research on Teacher Education, Alan Tom and Linda Valli's (1990) philosophically grounded review of professional knowledge, and Peter Grimmett and Allan MacKinnon's (1992) extensive analysis of craft conceptions of teaching in a previous volume in this series. What distinguishes the present review from these others is that it seeks to be fairly inclusive of the teacher knowledge literature but restrictive in its analytical categories. I shall examine a number of different research programs that either explicitly purport to be about teacher knowledge or that expand what is known about teaching. The examination, however, will be restricted to the epistemological aspects of these programs. By epistemological aspects, I mean those features of the research that assert or imply notions about the nature of

4: A Philosophical Consideration of Recent Research on Teacher Effectiveness

Abstract: uninformed or unintelligible. Criticism of the second kind is useful because it is pertinent to the research effort and directed to reparable defects. Criticism of the third kind, though apparently significant, cannot be heeded because the remedy is unknown or because its implications are that the shop must be closed and a new calling found. Except for some contributions in philosophy of science, educational researchers of my acquaintance place most philosophical criticism of their work in the first and third categories. Wolman (1971), for example, thought the deficiencies of philosophical criticism were serious enough to warrant an attempt by psychologists to build their own philosophy of science, rather than having to depend on the often misguided and destructive critiques of philosophers. Lazersfeld (1962) concluded that many philosopher-critics have no idea of the workaday world of the empirical researcher, and as one consequence the social scientist may "have to muddle along without benefit of the explicating clergy" (p. 470). The educational researcher's preference, understandably, is for criticism of the second kind. This kind of criticism can be met and resolved without radical

Approaches to Teaching

Abstract: This text has been completely revised to strengthen the connections between theories of teaching and the practice of teaching. Providing rich descriptions of philosophical and historical conceptions of teaching, this edition continues using the format of the three approaches and case study dilemmas.

CONOCIMIENTO Y ENSEÑANZA: FUNDAMENTOS DE LA NUEVA REFORMA 1 Knowledge and Teaching: Foundations of the New Reform

Abstract: Lee S. Shulman builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection. "This emphasis is justified" he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past". To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? And What are the implications for teaching policy and educational reform? The answers -informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners- go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars,

Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct:

Abstract: Attention to the beliefs of teachers and teacher candidates should be a focus of educational research and can inform educational practice in ways that prevailing research agendas have not and cannot. The difficulty in studying teachers’ beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures. This article examines the meaning prominent researchers give to beliefs and how this meaning differs from that of knowledge, provides a definition of belief consistent with the best work in this area, explores the nature of belief structures as outlined by key researchers, and offers a synthesis of findings about the nature of beliefs. The article argues that teachers’ beliefs can and should become an important focus of educational inquiry but that this will require clear conceptualizations, careful examination of key assumptions, consistent understandings and adherence to precise meanings, and proper assessment and investigation of spec...

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Abstract: The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.