Literature Review 1

National University
TED 690 Professor Johnson
1/8/15
Rebecca Platner

Literature Review 1
As a relatively new teacher, it is vital to continuously reflect on
the Teacher Preparation Expectations (TPEs) that guide educators to
best serve their students. The first domain of the TPEs is called
Making Subject Matter Comprehensible to Students, which discusses
the ways that teachers can implement and evaluate instruction in their
particular subject matter. The article Students Experiences and Perceptions
of In-Depth Approaches in Teaching and Understanding Subject Matter by Kyriaki
Doumas (2012) explores the ideas presented in this domain.
The article, found in the Scandinavian Journal of Educational Research, begins
with an explanation of three types of approaches to teaching specific subject matter: a
logical/analytical approach, a holistic/reflective approach and an existential approach
(Doumas, p. 295). These three approaches mark successful ways that subject matter is
made comprehensible to students. In the logical/analytical model, students are taught
how to use analysis and structure to understand complex ideas (Doumas, p. 301). The
holistic/reflective approach asks students to relate what they are learning to larger
contexts, such as history, society, and personal experience (Doumas, p. 302). Lastly, the
existential approach focuses on matters of existence and human values, of making
students interested in subject matter based on larger concepts that created meaning in the
subject (Doumas, p. 302).
While all three approaches collectively contribute to student comprehension in
specific subjects, two of them stand out as enjoyable and profitable to students. In
Doumos (2012) article, which included a survey, she cites that students mentioned their

desire for a holistic/reflective and existential approach to knowledge (Doumos, p. 309).

In my experience as a teacher, I have found these two types of approaches to yield
valuable results. Students respond and understand best when the subject matter relates to
their own life experiences and pairs with their interests. In the subject I teach, visual art,
this is especially useful to aid students in exploring their personal interests and aesthetics
as they learn about artmaking techniques and practice new skills.

Reference
Doumas, K. (2012). Students' Experiences and Perceptions of In-Depth
Approaches in Teaching and Understanding Subject Matter.
Scandinavian Journal Of Educational Research, 56(3), 295-313.