Chapter 1Teacher knowledge and the knowledge base of teaching
Section snippets
The knowledge base of teaching
A great deal of educational research has aimed at developing a knowledge base of teaching and, where possible, translating it into recommendations for teacher education (Reynolds, 1989). This knowledge base was supposedly shared by teachers and formed the basis for their behavior (Hoyle & John, 1995). Until the early 1980s, the line of reasoning in this field was rather straightforward. The goal of the research was to detect those teaching behaviors that resulted in higher pupil achievement
Teacher knowledge
Teacher knowledge is the total knowledge that a teacher has at his or her disposal at a particular moment which, by definition, underlies his or her actions (Carter, 1990). This does not imply that all the knowledge a teacher has actually plays a role in his or her actions. Teachers can, consciously or unconsciously, refrain from using certain insights during their teaching. The basic idea is that a reciprocity exists between the whole of teachers’ cognition (in the broad sense) and their
Teacher knowledge and educational innovation
So far, the discussion has focused on the relevance of teacher knowledge primarily as an element of the knowledge base of teaching. The conditions under which teacher knowledge can become a more fundamental “input” for that knowledge base of teaching, that is, in what ways the contribution of teachers as professionals to their common knowledge base can become more substantial, has also been addressed. Obviously, this can have important consequences for teacher education. There is another area
Concluding remarks
From the theoretical developments and empirical investigations with respect to teacher knowledge, the efforts to broaden the knowledge base of teaching to include teacher knowledge are promising. A number of illuminating studies, depicting teachers’ knowledge with respect to a range of phenomena, are available. As it has become clear that the greater part of teacher knowledge is strongly related to specific domains or contexts, much time-consuming research will be needed in order to depict the
Nico Verloop is Professor of Education and director of ICLON Graduate School of Education, Leiden University, The Netherlands. He is immediate past-president of the Dutch Educational Research Association. His major research interests are: teachers’ practical knowledge, learning and professional development of teachers and teacher evaluation.
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Nico Verloop is Professor of Education and director of ICLON Graduate School of Education, Leiden University, The Netherlands. He is immediate past-president of the Dutch Educational Research Association. His major research interests are: teachers’ practical knowledge, learning and professional development of teachers and teacher evaluation.
Jan Van Driel is Associate Professor at ICLON Graduate School of Education, Leiden University, The Netherlands. His research focusses on the ways science teachers develop practical knowledge. This research encompasses both student teachers during their teacher preparation and experienced teachers who are dealing with curriculum reforms.
Paulien Meijer is Assistant Professor at ICLON Graduate School of Education, Leiden University, The Netherlands, where she works as a teacher educator and educational researcher. Her research interests are teachers’ practical knowledge and teacher learning, both individually as in groups. In her research she specifically focusses on the professional development of experienced teachers.