A Curriculum Response to the Knowledge Base Reform Movement

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Abstract
Shulman's reform proposal for teaching and teacher education, which is built on a knowledge-base assumption, is cri tiqued with reference to selected curric ulum guidelines and their application to a preservice seminar on reflective pro fessional development. The author argues that no model or language of teaching should be taught without due respect for students' assessments con cerning their professional growth, with out due consideration of our teacher education heritage, and without regard for the problematics of reflective prac tice.

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