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dc.contributor.authorDickerson, Claire
dc.contributor.authorLevy, Roger
dc.contributor.authorJarvis, Joy
dc.contributor.authorThomas, Keith Robert
dc.date.accessioned2022-10-19T09:00:04Z
dc.date.available2022-10-19T09:00:04Z
dc.date.issued2022-10-14
dc.identifier.citationDickerson , C , Levy , R , Jarvis , J & Thomas , K R 2022 , ' Using a teacher knowledge framework to connect teaching practice with theory ' , PRACTICE . https://doi.org/10.1080/25783858.2022.2115942
dc.identifier.issn2578-3866
dc.identifier.urihttp://hdl.handle.net/2299/25824
dc.description© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/).
dc.description.abstractThe process Shulman described as ‘teacher-knowledge growth’ is complex, particularly for student teachers. This article presents an ‘Eraut-Shulman teacher knowledge framework’ that provides a structure and language to use to extend student teachers’ learning about knowledge. The article describes how the framework was created and draws on student teachers’ accounts of their teaching whilst on placement to demonstrate how it could be used to connect personal experiences of teaching with theoretical understandings of teacher knowledge. The students’ accounts were written whilst they were completing a new BEd degree programme in Malaysia. Seven accounts are presented, each with two ‘focus points’, to illustrate how a teacher educator could use the knowledge framework to engage the student teacher in dialogue that links their experience of teaching with theory. Issues explored in these examples include categories and types of knowledge; conceptions of knowledge; sources of knowledge; theories of knowledge and learning; and the nature of personal knowledge in teaching. Significantly, this article presents a practical approach that provides opportunities for teachers to relate their practice to theory; contributes to the conceptualisations of teacher knowledge; and extends our ability to unpack the nature, development and use of knowledge in teaching.en
dc.format.extent21
dc.format.extent933461
dc.language.isoeng
dc.relation.ispartofPRACTICE
dc.subjectpractice
dc.subjectstudent teacher
dc.subjectteacher educator
dc.subjectteacher knowledge
dc.subjecttheory
dc.titleUsing a teacher knowledge framework to connect teaching practice with theoryen
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.description.statusPeer reviewed
rioxxterms.versionofrecord10.1080/25783858.2022.2115942
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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