DENG AND LUKE'S CONCEPT OF KNOWLEDGE

Knowledge Base for Teaching

Shulman and Deng & Luke – Theoretical, Critical & Comparative Notes

I. Theoretical Explanation: Shulman’s Knowledge Base

Lee S. Shulman (1986, 1987) conceptualised teaching as a profession grounded in a specialised knowledge base. He argued that effective teaching requires more than subject mastery or generic teaching skills; it requires the ability to transform subject matter into forms comprehensible to learners.

Shulman identified seven categories of teacher knowledge, among which Pedagogical Content Knowledge (PCK) is the most distinctive. PCK represents the integration of content knowledge and pedagogy, including awareness of learner misconceptions, representations, examples, and discipline-specific teaching strategies.

II. Critique of Shulman’s Model (Deng & Luke)

• Teacher knowledge is treated mainly as individual cognition.
• Curriculum is not positioned as the central mediating category.
• Social, institutional, and policy contexts are underemphasised.
• Pedagogical Content Knowledge alone cannot explain curriculum enactment.

Deng and Luke argue that teaching is fundamentally shaped by curriculum, not merely by cognitive integration of content and pedagogy.

III. Diagrammatic View: Deng & Luke’s Model

Disciplinary Knowledge (Academic Knowledge) ↓ Curriculum Knowledge (Selection and Organisation) ↓ Pedagogical Practice (Curriculum Enactment)

IV. Comparison: Shulman vs Deng & Luke

Aspect	Shulman	Deng & Luke
Core Focus	Teacher cognition	Curriculum mediation
Central Concept	Pedagogical Content Knowledge	Curriculum knowledge
Nature of Knowledge	Individual, psychological	Social, contextual
View of Teaching	Knowledge transformation	Curriculum enactment

V. Implications for Teacher Education

• Teachers should be prepared as curriculum interpreters.
• Integration of content, curriculum, pedagogy, and reflection is essential.
• Teacher education must move beyond skill training.
• Foundation for reflective and integrated teacher education models.

VI. MCQs (UGC-NET / SET / CUET-PG)

1. Pedagogical Content Knowledge was proposed by Lee S. Shulman.

2. Deng and Luke identify curriculum knowledge as central.

3. Shulman shifted teacher education from behaviour to cognition.

4. Teaching, according to Deng and Luke, is curriculum enactment.

5. PCK forms the base for reflective and integrated models.

VII. Practice MCQs (UGC-NET / SET / CUET-PG)

1. The concept of Pedagogical Content Knowledge (PCK) was introduced to highlight that effective teaching requires:

A. Mastery of teaching skills only
B. Deep knowledge of subject matter only
C. Integration of subject matter and pedagogy
D. Knowledge of learner psychology alone

Correct Answer: C

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2. Shulman’s major contribution to teacher education theory lies in shifting the focus from:

A. Curriculum to assessment
B. Behaviour to cognition
C. Theory to practice
D. Practice to examination

Correct Answer: B

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3. According to Deng and Luke, the most central category of teacher knowledge is:

A. Content knowledge
B. Pedagogical knowledge
C. Curriculum knowledge
D. Experiential knowledge

Correct Answer: C

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4. Deng and Luke criticise Shulman mainly because his model:

A. Ignores learner characteristics
B. Treats teaching as behaviouristic
C. Overlooks curriculum as a mediating structure
D. Rejects reflective teaching

Correct Answer: C

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5. Which of the following best describes teaching according to Deng and Luke?

A. Transmission of disciplinary knowledge
B. Skill-based classroom performance
C. Curriculum enactment in specific contexts
D. Application of learning theories

Correct Answer: C

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6. Knowledge of learners’ misconceptions about a specific topic is an example of:

A. Content knowledge
B. Curriculum knowledge
C. Pedagogical knowledge
D. Pedagogical Content Knowledge

Correct Answer: D

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7. Deng and Luke view teacher knowledge primarily as:

A. Fixed and technical
B. Individual and psychological
C. Socially situated and curriculum-mediated
D. Skill-oriented and competency-based

Correct Answer: C

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8. Which teacher education orientation is most consistent with Shulman’s concept of PCK?

A. Behaviouristic orientation
B. Craft-based orientation
C. Reflective and integrated orientation
D. Examination-oriented orientation

Correct Answer: C

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9. The role of curriculum in Deng and Luke’s framework is to:

A. Replace disciplinary knowledge
B. Act as a mediating link between discipline and pedagogy
C. Function only as a syllabus document
D. Standardise teacher behaviour

Correct Answer: B

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10. Which statement best represents the integrated perspective of teacher education?

A. Teaching skills alone ensure effectiveness
B. Content mastery guarantees good teaching
C. Teaching requires integration of content, curriculum, pedagogy, and reflection
D. Curriculum implementation should be uniform

Correct Answer: C

Conclusion

While Shulman foregrounded Pedagogical Content Knowledge as the core of teacher professionalism, Deng and Luke reconceptualised teacher knowledge as curriculum-mediated, socially situated, and context-dependent.

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