Crossing the boundaries of our historical ways of thinking in conceptualizing teachers' knowledge

Many in the field of teacher education today take Shulman’s view of pedagogical content knowledge as a transformation of subject matter of the discipline in ways accessible to students for granted. The central issue addressed in this paper is that, in taking the logic of the discipline as the determinant of the transformation process, Shulman takes the view of subject matter as an object of teaching. However, this view seems to conflict with the basic premise of constructivism. This position paper argues for a revision in the way scholars approach teachers' knowledge by calling for the alignment of teachers' knowing of subject matter, students, and learning and teaching towards students' learning progression guided by a model of cognition and learning