Abstract
Many have proposed the creation of a practitioner knowledge base as a foundation for the continuous improvement of teaching. In this article, we discuss the promise, and the challenges, involved in the creation and use of such a knowledge base. We begin by reflecting on the difficulties of changing teaching, a cultural and contextual activity. We then discuss 3 phases of the knowledge‐building process—creation, accumulation, and utilization—describing how each phase is influenced by the cultural nature of teaching, and the role that practitioners might play in each phase. Finally, we discuss implications for teacher education and professional development.
Published Version
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