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AutorAdoniou, Misty
TitelTeacher Knowledge: A Complex Tapestry
QuelleIn: Asia-Pacific Journal of Teacher Education, 43 (2015) 2, S.99-116 (18 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1359-866X
DOI10.1080/1359866X.2014.932330
SchlagwörterForeign 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
AbstractTeachers 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).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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