Literaturnachweis - Detailanzeige
| Autor/inn/en | Li, Xiaoyan; Sang, Guoyuan |
|---|---|
| Titel | Critical Review of Research on Teacher Knowledge Building: Towards a Conceptual Framework |
| Quelle | In: Asia-Pacific Journal of Teacher Education, 51 (2023) 1, S.58-75 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Li, Xiaoyan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1359-866X |
| DOI | 10.1080/1359866X.2022.2141606 |
| Schlagwörter | Criticism; Literature Reviews; Educational Research; Faculty Development; Knowledge Base for Teaching; Elementary School Teachers; Secondary School Teachers; Teaching Methods |
| Abstract | Teacher knowledge building (TKB) is indispensable for teachers' continuing professional development (PD). However, studies on how teacher knowledge is built and how to facilitate this process are scarce. In this study, we critically reviewed the existing literature on TKB since 2016, focusing mainly on in-service teachers working in K-12 school settings. Thirty-six studies were identified and analysed regarding approaches to TKB, mechanisms underlying TKB, conditions facilitating TKB, and the measurement of TKB. On the basis of our findings, we propose a conceptual framework that firstly helps research community to understand and assess TKB and secondly provides promising approaches to design effective PD for teachers' knowledge building. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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