Teacher Knowledge: A Complex Tapestry

Autor/in	Adoniou, Misty
Titel	Teacher Knowledge: A Complex Tapestry
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 2, S.99-116 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.932330
Schlagwörter	Foreign Countries; Pedagogical Content Knowledge; Knowledge Level; Beginning Teachers; Beginning Teacher Induction; Literacy; Reading Instruction; Urban Schools; Teacher Education; Qualitative Research; Preservice Teachers; Elementary Education; Early Childhood Education; Interviews; Observation; Questionnaires; Educational Theories; Sociocultural Patterns; Australia + Suchen Sie Ihr Suchwort? Ausland; Pädagogische Kompetenz; Wissensbasis; Junior teacher; Junglehrer; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Elementarunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interviewing; Interviewtechnik; Beobachtung; Fragebogen; Educational theory; Theory of education; Bildungstheorie; Soziokulturelle Theorie; Australien
Abstract	Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three ways of knowing: "knowing how," "knowing why," and "knowing what" and then applies these three knowledge discourses across six domains of teacher knowledge. The framework was developed from a study of 14 teachers in their first year of teaching, and in this article the framework is applied to their experiences to illustrate specific gaps in their teacher knowledge. It is proposed that this conceptualisation of teacher knowledge allows those involved in teacher education and induction to more clearly identify professional learning needs and develop their programmes with specificity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01