Theory and Practice in the Curriculum

Theory and Practice in the Curriculum

Personal Practical Knowledge: A Shift from What Teachers Should Know to What Teachers Already Know

Document Type : Original Article

Authors
Hamideh Bozorg 1
Mahmood Mehrmohammadi 1
Ebrahim Talaee 1
nematollah mousapour 2
1 Faculty of Psychology and Educational Sciences, Tarbiat Modares University, Iran
2 Farhangian UN
Abstract
   The purpose of this study was investigating the Personal Practical Knowledge (PPK) of teachers which was fulfilled though through qualitative method. Understanding PPK helps us to understand why teachers act in a specific way. In this regards, reflecting on their personal and professional narratives also help to improve their practice. The samples for this study included 13 teachers teaching in a non-profit primary school in Tehran. The results of the study indicated teachers’ rich knowledge of factors affecting success of the teaching profession. However, the data obtained from the observations revealed the difference between what the teacher describes as a successful teacher and effective teaching, and what happens in their practice. The dynamic and contextual nature of the teacher's knowledge and the different meanings and interpretations of similar experiences and events and absence of reflection are the factors that could lead to such differences.
Keywords
personal practical knowledge
teachers’ knowledge
teachers’ learning

  • استراس. آ. و کوربین. ج (1997)، اصول روش تحقیق کیفی؛ نظریه مبنایی رویه­ها و شیوه­ها؛ ترجمۀ بیوک محمدی. پژوهشگاه علوم انسانی و مطالعات فرهنگی، 1393.

    حسین پور، سهیلا (1382)، بررسی نظرات معلمان دورۀ متوسطه دربارۀ تناسب محتوی آموزشی دوره­های ضمن خدمت کوتاه مدت با نیازهای آموزشی آنان، پایان نامۀ کارشناسی ارشد، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران.

    دانش پژوه، زهرا (1382)، ارزشیابی مهارت­های حرفه­ایی معلمان علوم و ریاضی در دورۀ راهنمایی و ارائۀ روش­های ارتقاء کیفی آن، فصلنامة نوآورری­های آموزشی، دوره دوم، شماره 6: 69-94.

    رئوف، علی (1379)، جنبش جهانی برای بهسازی تربیت معلم؛ تهران : پژوهشکده تعلیم و تربیت.

    صمدی، معصومه (1387)، بررسی تأثیر فوری و تداومی آموزش راهبردهای خودتنظیمی بر خودتنظیم گری و حل مسال، ریاضی، فصلنامة نوآورری­های آموزشی، دوره 34، شماره اول: 95-79 .

    فرزاد، ولی الله و دانش پژوه، زهرا (1385)، ارزشیابی مهارت­های حرفه­ایی معلمان دورة ابتدایی. فصلنامة نوآورری­های آموزشی، دوره پنجم، شماره 18: 170-135.

    یونسکو (1990)، آموزش و پرورش برای آینده، کنفرانس بانکوک، تهران، مرکز تحقیقات سازمان پژوهش و برنامه­ریزی وزارت آموزش و پرورش.

    Ariogul, S. (2006). Understanding foreign language teachers’ practical knowledge: What’s the role of prior language learning experience? Journal of Language and Linguistic Studies, 3(1), 168–181.

    -  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.

    Briscoe, C. (1991). The dynamic interactions among beliefs, role metaphors and teaching practices: a case study of teacher change. Science Education, 75(2), 185-199

    -  Clandinin D.J (2010), learning to teach: a question of knowledge, Education Canada, Pp: 28-30

    Clandinin, D. J. (1992). Narrative and story in teacher education. In T. Russell, & H. Munby (Eds.), Teachers and teaching: from classroom to reflection (pp. 124-137). London: The Falmer Press

    • Connelly F. M and Clandinin D. J (1990), Stories of experience and narrative inquiry, educational researcher; vol 19, No.5, pp 2-14
    •   Connelly F. M and Clandinin D. J (1994), Telling teaching stories, teacher education quarterly, 21 (1) Pp 145-158
    • -  Connelly F. M; Clandinin D. J, He, Ming Fang (1997), Teachers PPK on the professional knowledge landscape, Elsevier Science, teaching and teacher education.

    Connelly, F. M (1984). The role of teachers’ PPK in effecting broad policy. Ontario Institute for Studies in Education

    Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers’ College Press.

    Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19 (5), 2-14

    Creswel, J. W. (2007). Qualitative inquiry and research design: choosing among five approaches (2nd ed). London: Sage.

    Fensterrmacher, G. D. (1994). The knower and the known: the nature of knowledge in research on teaching. Review of Research in Education, 20(1), 3-56

    Fullan, M. (1993). Why teachers must become change agents. Educational Leadership, 50(6), 1-11

    Golombek, P. (1998). A Study of Language Teachers' Personal Practical Knowledge. TESOL Quarterly. 32.

    Golombek, P. (2009). Personal practical knowledge in L2 teacher education, Second language teacher education, 155-162

    Grossman, P. L., & Shulman, L. S. (1994). «Knowing, believing, and the teaching of English.« In T. Shanahan (Ed.), Teachers thinking, teachers knowing: Reflections on literacy and language education. Illinois: NCRE/NCTE: 3-22.

    Kauchak, D. & Eggen, P. (2003). Learning and teaching research based methods (4rd ed.). Pearson Education

    Meijer, P. C., Verloop, N., & Beijaard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education, 59-84.

    Pinto, N. Y (2014), Personal Practical knowledge of graduate Spanish- teaching assistants: as issue of experience, Dissertation Georgia State University.

    Tsang, Wai. (2004). Teachers' personal practical knowledge and interactive decisions. Language Teaching Research - LANG TEACH RES. 8. 163-198.

    Yu, H. (2011) Exploring Teachers’ Personal Practical Knowledge about Teaching Reading Comprehension in English. A Study of Teacher Knowledge at a University in China, Kristianstad University - School of Teacher Education - English IV, Spring 2011

Theory and Practice in the Curriculum
Volume 7, Issue 13
April 2019
Pages 53-78

XML
PDF 643.54 K
Supplementary File
3.bozorg.doc