リー・ショーマンのPCK概念に関する一考察 : 「教育学的推論と活動モデル」に依拠した改革プロジェクトの展開を通して

Abstract

This paper aims at providing a comprehensive review of Shulman's 'Pedagogical Reasoning and Action model' in the view of pedagogical content knowledge (PCK). Shulman insisted that PCK was the knowledge that teachers used when they transformed the contents for students to understand easily. According to him, transforming was the central role of teaching, and PCK was the unique knowledge for teachers; a special amalgam of content and pedagogy, So, he insisted that teachers had to make this knowledge clear by reflecting on transforming. Showing the model, he contended that teachers come to control their teaching especially on transforming. In the USA, the reforms for teacher education based on 'Pedagogical Reasoning and Action model' were practiced for twenty years. However through the analyses of the cases gathered in the projects, a question has arisen: PCK is the knowledge based on content or pedagogy? Shulman claims that PCK is a special amalgam of content and pedagogy. However, through analyses of the cases, the dualism has emerged again, and the possibility of the concept of PCK has been examined.