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ERIC Number: EJ906403
Record Type: Journal
Publication Date: 2011-Jan
Pages: 7
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?
Ben-Peretz, Miriam
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n1 p3-9 Jan 2011
This paper follows the ways in which publications in TATE, that focus on teacher knowledge, provide insights into the development and growth of scholarly understanding of teacher knowledge. Relevant questions are: How is teacher knowledge defined? What modes of inquiry are adopted by the researchers? What are conceived as the implications of teacher knowledge for schooling? In order to answer these questions, nine papers were chosen from TATE according to the following criteria: 1. distributed over a period of 20 years from 1988 to 2009 2. representing an international group of scholars 3. reflecting modes of inquiry 4. focusing on a variety of themes related to teacher knowledge These papers were analyzed according to the following aspects: (1) Definition of teacher knowledge; (2) Mode of inquiry; (3) Emphasis on one or more of the commonplaces of education--subject matter, learner, teacher, milieu (Schwab, 1964); and (4) Emphasis on one or more of the kinds of teacher knowledge suggested by Shulman (1986). The analysis of each paper is presented followed by a discussion. Several tendencies in the development of the concept of teacher knowledge are noted. There is the extension of the term to include societal issues. As well, one finds a growing focus on the personal aspects of knowledge. The role of context in shaping teacher knowledge plays a crucial role in the analyzed papers, reflecting changes in the milieu of schooling. The main mode of inquiry in the analyzed papers is qualitative, interpretative. The authors of the various papers were interested in the concrete experiences and views of student teachers, and teachers, concerning their knowledge and its acquisition. This approach yields important insights but leaves open several questions. First, the curricular question: what concrete opportunities for gaining knowledge are offered to student teachers? Another question concerns the modes of teachers' use of their professional knowledge. This question requires detailed observations and documentation of teachers' actions in classrooms, trying to link their knowledge and practice. The papers analyzed in this review share a common scholarly language and are based in Western culture. It is important to see, as well, studies conducted in other cultures, which might have a different view of teacher knowledge.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A