The influence of discipline on teachers’ knowledge and decision making

Michael Phillips, Vitomir Kovanović, Ian Mitchell, Dragan Gašević

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

4 Citations (Scopus)


The knowledge required by teachers has long been a focus of public and academic attention. Following a period of intense research interest in teachers’ knowledge in the 1980s and 1990s, many researchers have adopted Shulman’s suggestion that expert teaching practice is based on seven forms of knowledge which collectively are referred to as a knowledge base for teaching. Shulman’s work also offered a decision-making framework known as pedagogical reasoning and action, which allows teachers to use their seven forms of knowledge to make effective pedagogical decisions. Despite the widespread acceptance of these ideas, no empirical evidence exploring the connections between knowledge and decision-making is evident in the research literature. This paper reports on a pilot study in which the connections between knowledge and decisions in science, mathematics and information technology teachers’ lesson plans are quantified and represented using epistemic network analysis. Findings reveal and levels of complexity that have been intimated but, until now, not supported with empirical evidence.
Original languageEnglish
Title of host publicationAdvances in Quantitative Ethnography
Subtitle of host publicationFirst International Conference, ICQE 2019 Madison, WI, USA, October 20–22, 2019 Proceedings
EditorsBrendan Egan, Morten Misfeldt, Amanda Siebert-Evenstone
Place of PublicationCham Switzerland
Number of pages12
ISBN (Electronic)9783030332327
ISBN (Print)9783030332310
Publication statusPublished - 11 Oct 2019
EventInternational Conference on Quantitative Ethnography 2019 - The Pyle Center, University of Wisconsin-Madison, Madison, United States of America
Duration: 20 Oct 201922 Oct 2019
Conference number: 1st (Proceedings) (Website)

Publication series

NameCommunications in Computer and Information Science
ISSN (Print)1865-0929
ISSN (Electronic)1865-0937


ConferenceInternational Conference on Quantitative Ethnography 2019
Abbreviated titleICQE 2019
Country/TerritoryUnited States of America
Internet address


  • teacher knowledge
  • teacher decision making
  • epistemic network analysis

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