The Emergence and Development of Research on Teacher Practical Knowledge

WEI Ge; CHEN Xiangming

doi:10.16382/j.cnki.1000-5560.2018.06.012

Volume 36 Issue 6

Nov. 2018

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2018 > 36(6): 107-117

WEI Ge, CHEN Xiangming. The Emergence and Development of Research on Teacher Practical Knowledge[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(6): 107-117. doi: 10.16382/j.cnki.1000-5560.2018.06.012

Citation:

WEI Ge, CHEN Xiangming. The Emergence and Development of Research on Teacher Practical Knowledge[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(6): 107-117. doi: 10.16382/j.cnki.1000-5560.2018.06.012

Citation:

PDF( 1624 KB)

The Emergence and Development of Research on Teacher Practical Knowledge

doi: 10.16382/j.cnki.1000-5560.2018.06.012

WEI Ge¹,
CHEN Xiangming²

1.
College of Elementary Education, Capital Normal University, Beijing 100048, China
2.
Graduate School of Education, Peking University, Beijing 100871, China

Publish Date: 2018-11-20

Abstract

Abstract

What kinds of knowledge discourses and social contexts make research possible on teacher practical knowledge as an independent field? This article, from the perspective of sociology of knowledge in the methodology of history of ideas, scrutinizes the research on teacher practical knowledge in the past half century. The fundamental appeal of this research field is to pursue the legitimation of teaching as a profession. Social-political discourses and academic-technic discourses affected the emergence and development of various approaches to researching teacher practical knowledge. Educationists' transitional understandings of teaching and education enriched the inner dimensions of teacher practical knowledge. The research focus of teacher practical knowledge changed from observable professional practices to professional knowledge structures, and then to teacher ethic and morality as essentials for teacher profession. Through depicting the complex genealogy of research on teacher practical knowledge, this article is significant for understanding the historical mapping of teacher professionalization.
- practical knowledge,
- teacher knowledge,
- teacher education,
- professionalization,
- history of ideas,
- sociology of knowledge

FullText(HTML)

References(68)

References

[1]	伯格, 卢克曼(2009). 现实的社会构建(汪涌译).北京: 北京大学出版社.
[2]	布鲁巴克(2012). 教育问题史(单中惠, 王强译).济南: 山东教育出版社.
[3]	陈向明等(2011).搭建实践与理论之桥——教师实践性知识研究.北京:教育科学出版社.
[4]	杜威(2006). 人的问题(傅统先, 邱椿译).南京: 江苏教育出版社.
[5]	方明(2004).缄默知识论.合肥:安徽教育出版社.
[6]	葛兆光(2003).什么可以成为思想史的资料.开放时代, (4), 60-69. doi: 10.3969/j.issn.1004-2938.2003.04.006
[7]	陆有铨(2012).躁动的百年.北京:北京大学出版社.
[8]	曼海姆(2000). 意识形态与乌托邦(黎鸣等译).北京: 商务印书馆.
[9]	斯金纳(2005).观念史中的意涵与理解.丁耘, 陈新主编. 思想史研究(第一辑): 思想史的元问题.桂林: 广西师范大学出版社.
[10]	舍勒(2014).知识社会学问题(艾彦译).南京:译林出版社.
[11]	郁振华(2012).人类知识的默会维度.北京:北京大学出版社.
[12]	Beck, J.(2008). Governmental professionalism, re-professionalising or de-professionalising teachers in England. British Journal of Educational Studies, 56(2), 119-143. doi: 10.1111/j.1467-8527.2008.00401.x
[13]	Ben-Peretz, M. (2011). Teacher knowledge:what is it? how do we uncover it? what are its implications for schooling? Teaching and Teacher Education, 27, 3-9. doi: 10.1016/j.tate.2010.07.015
[14]	Brandeis, L.D.(1933). Business: A Profession. Boston: Hale, Cushman & Flint.
[15]	Brameld, T. (1961). A reconstructionist view of education. In P. H. Phenix (ed.). Philosophies of Education. New York: John Wiley & Sons.
[16]	Bruner, J.S. (2004). Life asnarrative. Social Research, 71(3), 691-712.
[17]	Buchmann, M. (1984).Theuse of research knowledge in teacher education and teaching. American Journal of Education, 92(4), 421-439. doi: 10.1086/443768
[18]	Calderhead, J. (1993). The contribution of research on teachers' thinking to the professional development of teachers. In C. Day, J. Calderhead & P. Denicolo (Eds.), Research on teacher thinking: Understanding professional development (pp. 11-18). London. Washington, D.C.: The Flamer Press.
[19]	Chen, C. (2005). Teachers as change agents:A study of in-service teachers' practical knowledge.Action in Teacher Education, 26(4), 10-19. doi: 10.1080/01626620.2005.10463339
[20]	Chen, X., Wei, G., & Jiang, S. (2017). The ethical dimension of teacher practical knowledge:A narrative inquiry into Chinese teachers' thinking and action in dilemmatic spaces. Journal of Curriculum Studies, 49(4), 518-541 doi: 10.1080/00220272.2016.1263895
[21]	Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In C. M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 255-296). New York: Macmillan.
[22]	Clandinin, D. J., & Connelly, F. M. (2000).Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
[23]	Cochran, K. F., DeRtuter, J. A., & King, R. A.(1993). Pedagogical content knowledge:an integrative model for teacher preparation.Journal of Teacher Education, 44(4), 263-272. doi: 10.1177/0022487193044004004
[24]	Conelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and teaching the ways of knowing (pp.174-198). Chicago: University of Chicago Press.
[25]	Connelly, F.M. & Clandinin, D.J. (1990). Stories ofexperience and narrative inquiry. Educational Researcher, 19(5), 2-14. doi: 10.3102/0013189X019005002
[26]	Day, C. (1999). Developing teachers:the challenges of lifelong learning. London:Falmer Press.
[27]	Dewey, J. (1938).Education and experience. New York: Collier Books.
[28]	Elbaz, F. (1980).The teachers practical knowledge: a case study. Doctoral Dissertation. Ontario Institute for Studies in Education, University of Toronto.
[29]	Elbaz, F. (1983).Teacher thinking: A study of practical knowledge. London: Groom Helm.
[30]	Fenstermacher, G. D. (1987). A reply to my critics.Educational Theory, 37(4), 413-421. doi: 10.1111/edth.1987.37.issue-4
[31]	Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education (pp. 3-56). Washington, D.C: American educational Research Association.
[32]	Flanders, N.A. (1977). Knowledge about teacher effectiveness.British Journal of Teacher Education, 3(1), 3-26. doi: 10.1080/0260747770030102
[33]	Freeman, D. (2002). The hidden side of the work:teacher knowledge and learning to teach.Language Teaching, 35, 1-3. http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=105285
[34]	Gage, N. L. (1963).Handbook of research on teaching. New York: Rand McNally.
[35]	Gagné, R. (1977). The Conditions of Learning (3^rd ed.). New York: Holt, Rinehart and Winston.
[36]	Gholami, K. (2009).Representing the epistemic nature of teachers' practical knowledge: The case of class teachers' general pedagogy. Germany, Berlin, VDM Verlag Publishing.
[37]	Green, T. (1971).The activities of teaching. New York: McGraw-Hill.
[38]	Green, T. (1976). Teacher competence as practical rationality. Educational Theory, 26(3), 249-258. doi: 10.1111/edth.1976.26.issue-3
[39]	Grimmett, P. P., & MacKinnon, A. M. (1992). Craft knowledge and the education of teachers. In G. Grant (Ed.), Review of Research in Education, Vol.18 (pp.385-456). Washington: AERA.
[40]	Grossman, P, Hammerness, K & McDonald, M. (2009). Redefining teaching, re-imagining teacher education.Teachers and Teaching:Theory and Practice, 15(2), 273-289. doi: 10.1080/13540600902875340
[41]	Guerriero, S.(2017). Pedagogical knowledge and the changing nature of the teaching profession, Paris: OECD Publishing.
[42]	Holmes Group. (1986).Tomorrow's teachers. East Lansing, MI: Author.
[43]	Hunt, D. E. (1987).Beginning with ourselves. Cambridge: Mass, Brookline Books.
[44]	ILO & UNESCO (1966).Recommendation concerning Status of Teachers. Paris: UNESCO.
[45]	Jackson, P. W. (1968).Life in classroom. New York: Ho1t, Rinehart & Winston.
[46]	James, G. & Choppin, B. (1977). Teachers for tomorrow.Educational Research, 19(3), 184-191. doi: 10.1080/0013188770190303
[47]	Kennedy, M. M. (2004). Reform ideals and teachers' practical intentions.Educational Policy Analysis Archives, 12(13), 1-34. http://eric.ed.gov/?id=EJ852298
[48]	Kuhn, D. (1992). Thinking as argument.Harvard Educational Review, 62(2), 155-178. doi: 10.17763/haer.62.2.9r424r0113t670l1
[49]	Lortie, D. (1975). Schoolteacher:A sociological study. Chicago:Chicago University Press. http://d.old.wanfangdata.com.cn/Periodical/zgjyxk200308015
[50]	NCEE. (1983). A nation at risk: the imperative for educational reform. Washington D.C.
[51]	Pendlebury, S. (1990). Practical arguments and situational appreciation in teaching. Educational Theory, 40(2), 171-179. doi: 10.1111/edth.1990.40.issue-2
[52]	Pinnegar, S. & Daynes, J.G. (2007). Locating narrative inquiry historically: thematics in the turn to narrative. In D.J. Clandinin (Ed.), Handbook of narrative inquiry: mapping a methodology (pp.3-34). Thousand Oaks, CA: Sage Publications.
[53]	Polanyi, M. (1957). The tacit dimension. London: Routledge & Kegan Paul.
[54]	Rosenshine, B., & Stevens, R. (1986). Teaching functions. In C. M. Wittrock (Ed.), Handbook of research on teaching (pp. 376-391). New York: MacMillan.
[55]	Ryle, G. (1949).The concept of mind. London: Hutchinson.
[56]	Schön, D. A.(1983).The reflective practitioner. London: Basic Books.
[57]	Schwab, J. J. (1969). The practical:A language for curriculum.School Review, 78(2), 1-23. http://d.old.wanfangdata.com.cn/OAPaper/oai_doaj-articles_4e6afd55e9337bd6c95ae8a84a47ff78
[58]	Shulman, L. S. (1987). Knowledge and teaching:foundations of the new reform. Harvard Educational Review, 57(1), 1-22. doi: 10.17763/haer.57.1.j463w79r56455411
[59]	Shulman, L.S. (1986). Those who understand:knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004
[60]	Sorotzkin, F., Fleming, E.S. & Anttonen, R.G. (1974). Teacher knowledge of standardized test information and its effect on pupil I.Q. and achievement.The Journal of Experimental Education, 43(1), 79-85. doi: 10.1080/00220973.1974.10806308
[61]	Skinner, Q.(2002). Vision of politics. Cambridge:Cambridge University Press.
[62]	Thiessen, D. (2000). A skillful start to a teaching career:A matter of developing impactful behaviors, reflective practices, or professional knowledge?International Journal of Education Research, 33(5), 515-537. doi: 10.1016/S0883-0355(00)00032-X
[63]	Van Manen, M. (1994). Pedagogy, virtue, and narrative identity in teaching.Curriculum Inquiry, 24(2), 135-170. doi: 10.1080/03626784.1994.11076157
[64]	Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching:theory and practice, 1(1), 33-50. doi: 10.1080/1354060950010104
[65]	Verloop, N., Van Driel, J., & Meijer, P.C. (2001). Teacher knowledge and the knowledge base of teaching.International Journal of Educational Research, 35, 441-461. doi: 10.1016/S0883-0355(02)00003-4
[66]	Williams, R. (1977).Marxism and literature. Oxford:Oxford University Press.
[67]	Wilson, N.(1999). History in crisis? Recent directions in Historiography. New Jersey: Prentice Hall.
[68]	Wittgenstein, L. (1953). Philosophical Investigations. Oxford: Blackwell.