Teacher knowledge and the knowledge base of teaching |
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| Institution: | 1. Windesheim University of Applied Sciences, Department of the Technical Teacher Training Institution, Faculty of Movement and Education, Campus 2-6, 8017 CA, Zwolle, The Netherlands;2. Welten Institute, Open University of the Netherlands & Department of Instructional Technology, Faculty of Behavioral Sciences, University of Twente, Postbox 217, 7500AE, Enschede, The Netherlands;3. University of Amsterdam, Nieuwe Prinsengracht 130, 1018VZ, Amsterdam, The Netherlands;1. University of Freiburg, Germany;2. German Institute for International Educational Research, Germany;3. University of Münster, Germany;4. University of Mannheim, Germany;5. University Duisburg-Essen, Germany;6. University of Luxembourg, Luxembourg;7. University of Munich, Germany;8. University of Vienna, Austria;9. Technical University of Munich, Germany;10. TU Dortmund University, Germany;11. University of Wuppertal, Germany;12. University of Jena, Germany;13. University of Kiel, Germany;1. School of Education and Professional Studies, Griffith University, Australia;2. Faculty of Education, Monash University, Australia;3. Institute for Social Science Research, University of Queensland, Australia;1. School of Nursing, Dalian Medical University, Dalian City, Liaoning Province, China;2. Department of Family and Community Health Systems, The University of Texas Health Science Center at San Antonio, USA;3. Faculty of Nursing, Chulalongkorn University, Bangkok, Thailand;1. Yuzuncu Yil University, College of Education, Secondary Science and Mathematics Education (SSME) Dept., 65080, Van, Turkey;2. Bulent Ecevit University, Eregli College of Education, Department of Science Education, SSME, 67300, Zonguldak, Turkey;3. Middle East Technical University, College of Education, SSME, 06800, Ankara, Turkey;1. Department of Teaching and Learning, College of Education, University of Iowa, Iowa City, IA 52246, USA;2. Department of STEM Education, College of Education, North Carolina State University, USA |
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| Abstract: | In this chapter, the knowledge base of teaching is conceived as all profession-related insights, which are potentially relevant to a teacher's activities. From this perspective, it is argued that teacher knowledge, or teacher practical knowledge, should be included within this knowledge base, along with formal propositional knowledge. Although teacher knowledge is strongly related to individual experiences and contexts, there are elements of teacher knowledge that are shared by all teachers or large groups of teachers, for instance, all teachers who teach pupils of a certain age level. Investigating teacher knowledge to identify these common elements so as to do justice to its complex and specific nature can be problematic from a methodological point of view. To illustrate the potential benefits and limitations of research on teacher knowledge, the results from several studies are presented. A major conclusion from these studies is that an understanding of teacher knowledge may be useful to improve teacher education and to make educational innovations more successful. Finally, three areas of interest for future research are identified. |
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