ERIC Number: EJ789098
Record Type: Journal
Publication Date: 2004
Reference Count: 45
Three Conceptions of Teacher Learning: Exploring the Relationship Between Knowledge and the Practice of Teaching
McLeskey, James; Waldron, Nancy L.
Teacher Education and Special Education, v27 n1 Win 2004
This is the first in a series of articles addressing conceptions of teacher learning, and the implications of these conceptions for improving the practice of teaching. This article provides descriptions of three perspectives on teacher learning: knowledge-for-practice, knowledge-in-practice, and knowledge-of practice (Cochran-Smith & Lytle, 1999). Examples of the application of each of these conceptions of teacher learning from the special education literature are provided. In subsequent articles, the implications of each of these perspectives are addressed relative to pre-service teacher education, professional development, research and the application of research to practice, and school change/improvement. A final article then addresses the application of the knowledge of practice conception of teacher learning to the practice and preparation of principals, as they provide leadership in facilitating teacher learning in local schools.
Descriptors: Preservice Teacher Education, Educational Change, Theory Practice Relationship, Special Education, Professional Development, Context Effect, Knowledge Base for Teaching, Concept Formation, Educational Improvement
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education
Authoring Institution: N/A