Teacher Practical Knowledge Research Articles

The Road to the Development of Teacher s Professional Autonomy

Teachers professional autonomy is the ultimate goal pursued by the current teacher professionalization, but teachers professional autonomy cannot be spontaneously realized in the process of teachers professionalization. Due to the infuence of professionalism, externally imposed doctrinal reform programs, the ever-increasing pressure for reform, and the indifference to teachers practical knowledge, teachers professional autonomy is obviously insuffcient. Starting from the internal and external conditions necessary for teachers professional au-tonomy, exploring the paths of professional autonomy is far-reaching to promote the process of teacher professionalism. From the internal and external conditions required for teachers professional autonomy, exploring the path of autonomous professional development of o teachers is of profound signifcance to the process of promoting teachers professionalization.

한국어 교사의 문화 수업 전문성 향상을 위한 연구

This study investigates the perceptions and needs of dispatched overseas Korean language teachers for Korean culture classes and presents specific action plans to improve Korean culture class expertise. As a result of reorganizing and cross-analyzing PCK in the cultural area, 93.6% of teacher said that it was more difficult than language classes, regardless of education, experience, and qualification level. In addition, it can be seen that cultural classes are perceived as difficult in terms of both content knowledge and method knowledge. A re-education plan is needed to obtain and revise and supplement process knowledge through specific cultural class model education, participation in standard culture class design, and bottom-up reflection process. In addition, to improve teachers practical knowledge by sharing the cultural class model which is developed through sharing process knowledge between teachers.

More Is Required of Us: Complicating an Ontology of Experience at the Heart of Community-Based Research

More Is Required of Us: Complicating an Ontology of Experience at the Heart of Community-Based Research

Developing pre-service teachers’ practical knowledge through formative interventions

ABSTRACT This longitudinal study examines the use of a mandatory learning module in an initial teacher education (ITE) programme that aims to develop the practical knowledge of pre-service teachers (PSTs) in a Chinese Normal university. Guided by formative interventions, data were collected from videotaped discussion meetings, teaching activities, and reflective journals of PSTs. The data were then analysed from the theoretical perspectives of expansive learning and the components of teachers’ practical knowledge. The results identified the intervention trajectory as three consecutive cycles and the intervention outcomes as different development trends among knowledge components in PSTs’ practical knowledge. This study contributes to the methodology of formative intervention and its empirical utility, and therefore has global implications for ITE transformation by regarding teacher practical knowledge as a complex knowledge system with evolutionary dynamics.

The skilled teacher: A Heideggerian approach to teacher practical knowledge

The concept of teacher practical knowledge (PK), with its emphasis on the intuitive and situated nature of teaching practice, has provided a compelling approach to understanding what underlies teaching practice. However, much of the literature around PK focuses on teacher reflections on their practice and leaves unexplored the question of how a teaching situation elicits particular practices from teachers. Moreover, there is a tendency to focus on individual PK, and this means that the social dimension, and particularly the socially normative element, of teaching practice is perhaps underappreciated. This article develops what I call the skilled teacher approach (STA) to teaching practice, which shifts the focus from teachers’ individual cognitions about practice to what teachers directly perceive as possible in their fundamentally social teaching environment. This approach is rooted in Heidegger’s phenomenology but also draws substantially on ecological psychology literature and argues that what teachers do in practice is largely a product of the affordances they directly perceive in their practice environment. It also argues that much of the landscape of affordances that a teacher perceives is socially constructed. Consequently, a significant part of PK relates to a sensitivity to the socially given affordances and knowing intuitively “what one does” as a teacher. This approach offers a different, yet complementary, understanding of teaching practice and suggests new ways of engendering positive change in practice.

The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge

Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquire TPK, and to have a tool for in-depth analysis of the quality of TPK. This study mainly uses documentary method. By combing existing studies, this paper points out the disadvantages of naming TPK as the same as the stage of teachers’ professional development, and demonstrates the necessity of putting forward the concept of Primary Teacher’s Practical Knowledge (PTPK). It believes that PTPK has its own value and may be owned by all teachers, rather than the exclusive label of ordinary students and novice teachers. This paper describes and demonstrates the connotation, characteristics and value of PTPK based on a three-dimension framework which composed of representation, structure and level. PTPK truly needs to be optimized but neither in a linear way nor static superposition of experience, instead of diversified in representation form. From the dynamic perspective of the generation mechanism of TPK, this paper puts forward two development strategies of PTPK with the nature of “deliberation”: one is to criticize the PTPK temporarily away from the situation via explicit the PTPK in three representation, guide interns in a systemic structure and teach the theoretical courses focus on cultivating higher thinking; the other is to put it back in the context for testing by creating both virtual and real situations.

Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes

ABSTRACTThis study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.

An experienced chemistry teacher's practical knowledge of teaching with practical work: the PCK perspective

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), Nature, sources, and development of pedagogical content knowledge for science teaching, in Gess-Newsome J. and Lederman N. G. (ed.),Examining pedagogical content knowledge: the construct and its implications for science education, Boston: Kluwer, pp. 95–132, we focused on how the participant's teaching orientations and relevant contextual factors shaped his practical knowledge of teaching with practical work. Data from multiple sources were collected and analysed over one semester (four months), including interviews, direct classroom observation, textbooks and lesson plans. Three conclusions were drawn from this study: (1) the participant held multidimensional and mixed science teaching orientations, (2) the participant's science teaching orientations shaped his knowledge and beliefs about students’ learning and the instructional strategies related to practical work, and (3) contextual factors exerted great influence on his PCK.

사회상황이야기를 활용한 실과 수업에서 얻게 된 특수교사의 실천적 지식

사회상황이야기를 활용한 실과 수업에서 얻게 된 특수교사의 실천적 지식

遠藤瑛子実践における単元生成の文脈 : 国語科教師の実践的知識へのライフヒストリー・アプローチ

遠藤瑛子実践における単元生成の文脈 : 国語科教師の実践的知識へのライフヒストリー・アプローチ

The ethical dimension of teacher practical knowledge: a narrative inquiry into Chinese teachers’ thinking and actions in dilemmatic spaces

Previous research concerning teacher practical knowledge has revealed its epistemological foundations, content structure and research methodology, but little research examines its ethical dimension. Based on a four-year project in China, this study probes the ethical dimension of an experienced teacher’s practical knowledge, explicated in a dilemmatic but teachable moment. Narrative inquiry is used as both a research method and a representational form to reveal the teacher’s ethical decisions and actions in the nested macro–meso–micro dilemmatic spaces. It is found that the teacher’s practical knowledge is embedded in a complicated web of meanings, and tapestried by her compromise to the national policies, her negotiation with the school governance and her caring for her students with diverse backgrounds. The ethical dimension of her practical knowledge provides her a vital power to carry out her educational practice. It is advocated that an ‘ethical turn’ for research and practice in teacher professional development is needed, so as to authorize teachers’ professionality reflected in their roles as humanity cultivators and transformative intellectuals. Moreover, under the global educational reform context since late 1990s, this article can be seen not only as a case from China, but also has implications for other countries in the world.

Special education teacher's practical knowledge from the math class using storytelling

Special education teacher's practical knowledge from the math class using storytelling

Subject Specific Didactical Competence of VTE Teachers from the Perspective of Studies on Teacher Thinking

The subject specific didactical competence is the keyword in the vocational education reform and development in China. To identify its nature and structure, to find a way of its development attracts the most political and research interest. The study on teacher thinking (teachers’ cognition research) since 1980s have given a new perspective to the discussion on teachers competence and revealed its character and structure in many aspects. These findings have great impact on the teacher education and professional development but stay rather unnoticed in the VTE teacher education discussion in China. First, leading questions and the theoretical backgrounds which have driven the study on teacher thinking are briefly reviewed. Then, Leading empirical research on mathematics teacher COACTIVE and two research on VTE teachers in German are introduced. This leads to the conclusion that how important it is to reveal teachers practical knowledge for the description and development of VTE teachers subject specific competence, and that the knowledge about teachers knowledge about specific vocational domain as a highly valued black box is actually seldom studied in detail. Two studies in Shanghai on VTE teachers and teacher students with the goal to reveal the teachers thinking (teachers self-conception, their didactical thinking) are then reported. Possible content focus and methodological ideas are then discussed.

Pedagogy of third space: A multidimensional early childhood curriculum

This paper will illustrate how philosophical and pedagogical boundaries that are defined by diverse cultures and ideologies might be navigated in the practical implementation of an early childhood curriculum in postcolonial urban India. Findings from a qualitative naturalistic inquiry indicated that a complex, multifaceted curriculum shaped by diverse socio-cultural-historical elements was being enacted: a highly structured academic curriculum mandated by the government and historically rooted in the colonial policies of the British administrators; the ongoing values-based curriculum is rooted in Ancient Indian beliefs, the practical knowledge of teachers and some curricular ideas central to Euro-American progressive education. This early childhood approach did not fit the definition of any of the commonly known ‘Western' early childhood curricula. Rather, the three-dimensional postcolonial early childhood curriculums seemed to seamlessly combine ideas from diverse educational discourses within what can be conceptualized as the third space of pedagogical hybridity. More recently, changes in the national curriculum policy recommend learner-centred approaches; and an increasing influence of globalization has promoted the adoption of core ideas from the dominant, mostly ‘Western' discourse of early childhood education. A teacher education curriculum developed within a postcolonial framework to prepare early childhood teachers in the pedagogy of third space is recommended and urged.

Disquietude: A Sonata-Form Inquiry into Multiliteracies Practices in an EAL Classroom

This narrative case study describes an English as an Additional Language teacher’s struggle to understand her young adult learners’ apparent resistance toward multiliteracies pedagogical practices in a college setting. Multiliteracies Pedagogy (New London Group, 1996) advocates the use of digital media, and home languages and culture, to engage diverse youth in designing personally meaningful multimodal texts that can significantly impact learner identity, voice, and agency. This arts-based study uses an innovative sonata-style format to document the making of a class documentary, accompanied by teacher reflections on the video project in the form of poetry, journal excerpts, and classroom dialogue. The sonata form provides a unique methodology for teacher inquiry, allowing the teacher-researcher to explore the ways in which curriculum, pedagogy, and sociocultural influences intersect in the classroom. The study does not end with a clear resolution of the problem; instead, the process of inquiry leads to deeper understandings of what it means to teach in the complex worlds of diverse learners. Chapter One: Theoretical Preface This narrative case study describes my undertaking, as an EAL (English as an Additional Language) teacher, to better understand my young adult English language learners’ apparent resistance toward multiliteracies practices in my classroom. This has been a recurring issue for the 5 years that I (and my colleagues) have been teaching in this program. It is not supposed to happen; multiliteracies pedagogy, as envisioned by the New London Group (1996), should motivate, engage, and empower all students, especially diverse and marginalized learners. Department of Graduate and Undergraduate, Studies in Education, Faculty of Education, Brock University, St. Catharines, Ontario 60 International Journal of Language and Literature, Vol. 2(4), December 2014 It builds on students’ proficiency with digital technology and taps their home cultures and languages through collaborative and creative project work. It is a dynamic, innovative pedagogy that is supposed to have a profound effect on English language learners. And it does—for some, but not for others. It seems there is an undercurrent of tension in our classroom, a resistance to multiliteracies practices, that is difficult to comprehend and challenging to address. This narrative inquiry involves reflection on transformative theories of language and literacy education, personal history, and living in that uncomfortable space in which pedagogy and real world application come into conflict. The study is written in a sonata-style format, a creative framework for arts-based inquiry. The sonata begins with an exposition, which introduces the primary theme: the making of a class documentary. This is followed by a contrasting secondary theme, which explores teacher reflections on classroom events and conversations. The exploration uses poetry, journal notes, and reconstructions of classroom dialogue. Through these reflections, the conflict between pedagogy and practice, between curricular imperatives and meeting broader student needs, is exposed. While the study examines the tension in the classroom, it does not attempt to resolve it; rather it is grounded in the understanding that not all teacher practical knowledge is about clear solutions to specific pedagogical problems. The case study is told from the perspective of a fictional English as an Additional Language teacher, whose story is based on my own teaching experiences. The inquiry uses arts-based representations of real classroom experiences to problematize idealistic conceptions of literacy pedagogy and to offer more complex ways of viewing English language teaching and learning. My hope is that the presentation of an alternative view of multiliteracies pedagogy will lead to further avenues for research and will facilitate more respectful, responsive, and ultimately more effective pedagogical practices.

Understanding in teacher's practical knowledge based on structure and narrative of practical knowledge

Understanding in teacher's practical knowledge based on structure and narrative of practical knowledge

Understanding The Pre-service PE Teacher's Practical Knowledge through Reflective Micro-teaching

Understanding The Pre-service PE Teacher's Practical Knowledge through Reflective Micro-teaching

Exploring elementary english teachers’ practical knowledge: A case study of EFL teachers in Taiwan

Teaching English in elementary schools has been an important educational policy in Asian countries over the past several decades. This study investigates how in-service teachers in elementary schools conceptualize their practical knowledge about English teaching in Taiwan. It provides examples of experiences and practical knowledge that English teachers have developed in their own contexts. The practical knowledge of teachers was investigated using a qualitative case study. Three in-service teachers participated in this study. Data include interviews, classroom observations, teachers’ reflective journals, and teaching materials. The study provides practical principles and rules of practice for elementary EFL teachers. It offers insights that policy makers need to consider in setting up a sound English teaching and learning program for elementary schools in EFL contexts.

Second Language Teacher Education: International Perspectives

Contents: S.J. Hudelson, Foreword. Preface. Part I: The Knowledge Base of Second Language Teacher Education. D.J. Tedick, Introduction. E. Tarone, D. Allwright, Second Language Teacher Learning and Student Second Language Learning: Shaping the Knowledge Base. D. Freeman, K.E. Johnson, Response to Tarone and Allwright. A. Scarino, Introspection and Retrospection as Windows on Teacher Knowledge, Values, and Ethical Dispositions. B. Johnston, F. Pawan, R. Mahan-Taylor, The Professional Development of Working ESL/EFL Teachers: A Pilot Study. D. Freeman, K.E. Johnson, Toward Linking Teacher Knowledge and Student Learning. Part II: Contexts of Second Language Teacher Education. D.J. Tedick, Introduction. E. Shohamy, The Power of Tests Over Teachers: The Power of Teachers Over Tests. S. Hiramatsu, Contexts and Policy Reform: A Case Study of EFL Teaching in High School in Japan. H. Byrnes, Toward a Comprehensive Conceptualization of Teaching Assistant Education: Contents, Commitments, Structures. L. Poynor, A Conscious and Deliberate Intervention: The Influence of Language Teacher Education. Part III: Collaborations in Second Language Teacher Education. D.J. Tedick, Introduction. J. Edge, Build It and They Will Come: Realising Values in ESOL Teacher Education. L.C.Smith, The Impact of Action Research on Teacher Collaboration and Professional Growth. S. Cormany, C. Maynor, J. Kalnin, Developing Self, Developing Curriculum, and Developing Theory: Researchers in Residence at Patrick Henry Professional Practice School. N.E. Dubetz, Improving ESL Instruction in a Bilingual Program Through Collaborative, Inquiry-Based Professional Development. Part IV: Second Language Teacher Education in Practice. D.J. Tedick, Introduction. M.A. Snow, Key Themes in TESOL MA Teacher Education. N. Cloud, The Dialogic Process of Capturing and Building Teacher Practical Knowledge in Dual Language Programs. T. Erben, Teacher Education Through Immersion and Immersion Teacher Education: An Australian Case. M. Bigelow, D.J. Tedick, Combining Foreign and Second Language Teacher Education: Rewards and Challenges. C.L. Walker, S. Ranney, T.W. Fortune, Preparing Preservice Teachers for English Language Learners: A Content-Based Approach.

Using Narrative Inquiry to Understand a Student–Teacher's Practical Knowledge While Teaching in an Inner-City School

The present study uses narrative inquiry to follow, July, a preservice teacher's journey through her yearlong placement in an inner-city school. A qualitative analysis of four interviews, 12 written reflections, and seven transcribed group discussions revealed a sense of culture shock felt by Julie. In particular, her sense of conflict focused around self as she interacted with her mentoring teachers, her students, and coping with doubts about her own abilities and self-worth. Julie's story suggests clear ways of avoiding similar situations in the future and improving preservice teaching generally.