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Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling?
ARTICLE

TATE Volume 27, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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 20092.representing an international group of scholars3.reflecting modes of inquiry4.focusing on a variety of themes related to teacher knowledgeThese papers were analyzed according to the following aspects:–Definition of teacher knowledge–Mode of inquiry–Emphasis on one or more of the commonplaces of education – subject matter, learner, teacher, milieu (Schwab, 1964)–Emphasis on one or more of the kinds of teacher knowledge suggested byShulman (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.

Citation

Ben-Peretz, M. (2011). Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling?. Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 3-9. Elsevier Ltd. Retrieved July 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2010.07.015

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