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We generate knowledge To teach all students according to today’s standards, teachers need to understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to generate big ideas The pedagogical content knowledge In Shulmans theoretical framework (1986,1987), teachers need to master two types of knowledge: (a) content, also known as deep knowledge of the subject itself, and (b) knowledge of the curricular development. Content knowledge encompasses what Bruner (as cited in Shulman, 1992)? called the structure of knowledge–the theories, principles, and concepts of a particular discipline. A model of pedagogical reasoning A P.R. (Shulman 1986, 1987, 1992) comprises a cycle of several activities that a teacher should complete for good teaching: comprehension, transformation, instruction, evaluation, reflection, and new comprehension. Comprehension To teach is to first understand purposes, subject matter structures, and ideas within and outside the discipline. Teachers need to understand what they teach and, when possible, to understand it in several ways. Comprehension of purpose is very important. Purpose’s Comprehension We engage in teaching to achieve the following educational purposes: ?To help students gain literacy ?To enable students to use and enjoy their learning experiences ?To enhance students’ responsibility to become caring people ?To teach students to believe and respect others, to contribute to the well-being of their community ?To give students the opportunity to learn how to inquire and discover new information ?To help students develop broader understandings of new information ?To help students develop the skills and values they will need to function in a free and ju