Shulman’s theoretical categories: An integrative review in the field of teacher education

Abstract

This study presents an integrative literature review. It aim was to identify the trends and characteristics of Brazilian academic researches that used the theoretical categories of teaching knowledge, formulated by Shulman and collaborators: Pedagogical content knowledge (PCK), pedagogical action and reasoning processes. We found 114 studies, most of which published since 2010. The studies focus mainly on the initial education of teachers who teach in the final years of fundamental (from 11 to 14 years old) and high school, to understand how PCK is developed and mobilized. The analysis presented here can stimulate the development of further research.