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Teachers' Knowledge (teacher + knowledge)
Selected AbstractsUncovering Cover Stories: Tensions and Entailments in the Development of Teacher KnowledgeCURRICULUM INQUIRY, Issue 2 2005MARGARET R. OLSON ABSTRACT Building on the research of Crites in theology and Clandinin and Connelly in education, the authors map out three variations of cover stories lived and told by preservice and in-service teachers in order to clarify their scholarship and inform the research of others. We examine how these narratives are formed around canonical stories that teachers publicly claim to know (or show) and actually do know (but not as favored interpretations), and personally authorized stories that teachers publicly claim not to know (or show) but that they personally do know (as favored interpretations). We illustrate how this necessarily deceptive double storying may give rise to miseducative situations. We then offer our conceptualizations of knowledge communities and teachers' narrative authority as ways to create spaces for all stories to be reflectively heard and examined, and to address inherent challenges that arise when narrative knowledge goes unacknowledged because of pervasive sacred stories embedded in institutional prescriptions, stories of school, and competing philosophical positions. [source] Stories of Schools/Teacher Stories: A Two-Part Invention on the Walls ThemeCURRICULUM INQUIRY, Issue 1 2000Cheryl J. Craig Patterned in the style of a musical invention, this work adopts Clandinin and Connelly's metaphor of a professional knowledge landscape (1995), Olson's conceptualization of the narrative authority (1993, 1995) of teacher knowledge, and my idea that teachers develop their knowledge in knowledge communities (Craig 1992, 1995a, 1995b, 1998). The first invention outlines the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and the changes that take place over time. The second invention features beginning teacher, Benita Dalton, and her narratives of experience lived and told in the two school contexts. Relating the teacher's stories to the narrative accounts of the two campuses illustrates the extent to which context shapes teachers' practices and bounds their knowing. The work sheds much light on the subtle complexities of teachers' professional knowledge landscapes and adds to the conceptual base of a line of inquiry that focuses on the shaping effect of context on teachers' knowledge developments. An invention, loosely defined, involves the creation, through thought and/or action, of something that did not exist before. Written in the style of a musical invention, this piece is composed of two parts featuring the stories of two schools played against the evolving stories of a teacher who worked in both contexts. While the two parts of the invention both develop the walls theme, each unfolds in a different manner. The two variations which constitute the first part of the invention center on the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and examines how these stories changed over time. The two variations that comprise the second part of the invention highlight beginning teacher, Benita Dalton, her stories of experience (Connelly & Clandinin 1990) lived and told at the two schools, and shifts that took place in her knowledge development. Connecting the fine-grained accounts of an individual with the coarse-grained accounts of schools reveals the extent to which stories of school influence teachers' practices, set the horizons of what is available for teachers to come to know, and adds to the conceptual base of a line of research that examines the how teachers' knowledge developments are influenced by context. The work begins with introductions to Benita Dalton and me, the teacher and the researcher in the study. Discussions of the research method and the theoretical framework appear next. These preliminary sketches prepare the reader for the two-part invention that follows. They lay the methodological groundwork as well as provide lenses with which to view, and a language with which to describe, contextual experiences. The next segment of the piece is Part I of the Invention comprised of Variation I: A Narrative Account of Riverview School, Variation II: A Narrative Account of Evergreen School, and a reflective coda on stories of schools. These passages bring the first part of the invention to closure. Next comes Invention II, the second movement of the piece, featuring Variation I: A Story of Benita's Experience at Riverview and Variation II: A Story of Benita's Experience at Evergreen. As with the first part of the invention, a reflective coda appears at the end of Benita's stories of experience that concludes the second part of the invention. The article ends with a grand finale, where the parallel stories developed in the invention's two parts are intentionally brought together for practical and theoretical purposes. These closing passages specifically address the principle question, the simple melody around which this two-part inquiry/invention has been constructed/composed: How does context affect teachers' knowledge developments? [source] Bridging the Divides: The Need for a Pragmatic Semiotics of Teacher Knowledge ResearchEDUCATIONAL THEORY, Issue 4 2005Jerry Rosiek In this essay, we consider four approaches to research on teacher knowledge: the scholarship of teaching, action research and teacher research, narrative inquiry, and critical-cultural teacher research. Similarities and differences among these four approaches are highlighted. The most salient difference lies in the way each approach identifies different discourses as sources of distortion in teacher knowledge research. Although some divergence within a field of study can be a valuable source of debate and dialogue, we believe the differences identified here risk dividing the field of teacher knowledge research in unproductive ways. What is needed, we propose, is a semiotic theory that acknowledges the way teacher knowledge is irreducibly mediated by multiple discourses while preserving a commitment to the idea that individual teachers' experiences can be a source of novel and useful knowledge. We examine two semiotic theories , French poststructuralism and Charles Sanders Peirce's pragmatic semiotics , and critically assess how they might facilitate more constructive dialogue among differing conceptions of teachers' knowledge research. [source] Dental trauma management knowledge among a group of teachers in two south European citiesDENTAL TRAUMATOLOGY, Issue 5 2005Esber Çaglar Abstract,,, The purpose of the present study is to assess the teachers' knowledge regarding dental trauma management in two south European cities. A three-part questionnaire comprised of questions on demographic data and knowledge was distributed to teachers in Porto and Istanbul. Seventy-eight teachers participated in the study; 23 had previously had formal dental trauma education. From the teachers interviewed, 58 of them admitted having no knowledge of dental trauma. Concerning knowledge, 29 teachers from Porto and 12 from Istanbul thought dental trauma emergency should be dealt with immediately. Knowledge of optimal storage media for avulsed permanent teeth was especially poor. In the present study, the majority of teachers did not know the importance of tetanus vaccine control in dental trauma. It is recommended that public education targeted at teachers should be carried out to increase dental trauma management knowledge. [source] An exploration of factors that influence the regular consumption of water by Irish primary school childrenJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 5 2008C. Johnston Molloy Abstract Background, Inadequate hydration has been linked to many factors that may impact on children's education and health. Teachers play an important role in the education and behaviour of children. Previous research has demonstrated low water intake amongst children and negative teachers' attitudes to water in the classroom. The present study aimed to explore teachers' knowledge about water and the perceived barriers to allowing children access to water during lesson time. Methods, In-depth interviews were conducted with 12 teachers from primary schools in the Midlands of Ireland. Interviews were continued until there was saturation of the data. Thematic analysis of the data was conducted. Results, Participants had a poor knowledge of hydration requirements and the associated health benefits and effect on concentration. Low water intake amongst teachers and pupils, and barriers such as disruption to class and increased need to urinate, were reported. Teachers identified the hydration effect on learning as the education message most likely to influence the decision to allow water in the classroom. Conclusions, The issues, opinions and perceived barriers raised by teachers as part of this qualitative research provide a basis for future health promotion around water. [source] Making formative assessment discernable to pre-service teachers of scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2010Gayle A. Buck Abstract The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course re-conceptualization efforts lead to a more informed understanding of formative assessment by pre-service teachers and did strategies enacted in the re-conceptualized methods course foster or hinder pre-service teachers' understanding of formative assessment? Data from this study support the following findings: (1) a substantial pre- to post-methods course difference was realized in the pre-service teachers' understanding of formative assessment; (2) explicit and contextualized approaches to formative assessment in the methods course led to increased understandings by pre-service teachers; (3) an implicit approach led to improvements in course structure but did not foster pre-service teachers' understanding of the reflexive nature of formative assessment; and (4) a field-based case study on elementary science teaching both hindered and fostered our efforts with formative assessment. This study yields implications for pre-service teacher education on formative assessment. To foster pre-service teachers' knowledge and skills, we suggest explicit instruction on formative assessment combined with case studies, field experiences, and ongoing reflection. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 402,421, 2010 [source] Substantive-level theory of highly regarded secondary biology teachers' science teaching orientationsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2005Patricia Meis Friedrichsen Science teaching orientations, defined as teachers' knowledge and beliefs about the purposes and goals for teaching science, have been identified as a critical component within the proposed pedagogical content knowledge (PCK) model for science teaching. Because of the scarcity of empirical studies in this area, this case study examined the nature and sources of science teaching orientations held by four highly regarded secondary biology teachers. Data sources consisted of transcripts from four interviews, a card-sorting task, and classroom observations. Using a grounded theory framework, inductive data analysis led to the construction of a substantive-level theory for this group of participants. In regard to the nature of science teaching orientations, the use of central and peripheral goals, as well as the means of achieving these goals, was used to represent the complex nature of participants' science teaching orientations. The participants' science teaching orientations included goals related to general schooling, the affective domain, and subject matter, although the latter was not always a central component. In regard to the sources of teaching orientations, participants were strongly influenced by the classroom context and their beliefs about learners and learning; additional influences included prior work experiences, professional development, and time constraints. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 218,244, 2005 [source] The Role of Academic Discipline and Gender in High School Teachers' AIDS-Related Knowledge and AttitudesJOURNAL OF SCHOOL HEALTH, Issue 1 2001Lori J. Dawson ABSTRACT Adolescents represent the fastest growing segment of HIV+ individuals in the United States. Therefore, high school teachers should be both knowledgeable of and comfortable with issues related to HIV/AIDS. This study examined high school teachers' AIDS-related knowledge and attitudes. One hundred forty-one high school teachers from nine central Massachusetts high schools participated. Participants completed the "HIV/AIDS Knowledge and Attitudes Scales for Teachers," as well as questions regarding their teaching experience and academic disciplines. Results indicated a direct relationship between teachers' knowledge of HIV/AIDS and positive or supportive attitudes toward HIV/AIDS. Significant differences were found based on academic discipline, with allied health teachers scoring significantly higher on the knowledge scale than teachers in any other discipline. Specific examples are discussed, as is the need for increased teacher training and comprehensive AIDS education. [source] Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading projectLITERACY, Issue 2 2010Olivia O'Sullivan Abstract This paper presents findings from a national project in England, The Power of Reading (Centre for Literacy in Primary Education), which has involved to date 41 projects over 5 years, in 16 Local Authorities nationally, with 900 schools and 1,350 teachers. The paper presents findings for the first 4 years. Our data demonstrate how professional development has increased teachers' knowledge of children's literature and developed their confidence in using a wide range of creative pedagogies based on texts. The paper draws on evidence to describe how the emotional power of texts can affect both teachers and children and change their engagement as readers. A range of evidence demonstrates children's responses to texts and their developing understanding through writing, talk, drawing and art work. We provide evidence to show how these factors have increased children's motivation and attainment as readers. [source] Knowledge about Attention-Deficit/Hyperactivity Disorder: A comparison of in-service and preservice teachersPSYCHOLOGY IN THE SCHOOLS, Issue 5 2004Julie M. Kos Attention-Deficit/Hyperactivity Disorder (ADHD) is a common childhood disorder, yet relatively little research has assessed teachers' knowledge of this disorder or how teacher characteristics affect such knowledge. There also is a dearth of research comparing in-service and preservice teachers' knowledge about ADHD. The aims of this study were (a) to investigate the relationships between various teacher characteristics and teachers' knowledge about ADHD, and (b) to compare perceived and actual ADHD knowledge across in-service and preservice primary-school teachers. Participants included 120 primary-school teachers and 45 final-year education undergraduates who were asked to complete a questionnaire. Two of the five hypotheses were supported: (a) that knowledge would be significantly correlated with experience in teaching a child with ADHD and (b) that in-service teachers would obtain higher scores than preservice teachers on the actual knowledge (about ADHD) questionnaire. Implications stemming from this research include ensuring that teachers receive more training about ADHD and greater exposure to students with ADHD in the classroom. Overall, this study highlighted that deficits in teachers' knowledge about ADHD are common for both in-service and preservice teachers. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 517,526, 2004. [source] Recognition and referral of girls with Attention Deficit Hyperactivity Disorder: case vignette studyCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 6 2009C. Groenewald Abstract Background Compared with boys, girls with Attention Deficit Hyperactivity Disorder (ADHD) are under-recognized. Parents commonly discuss concerns with teachers, who play an important role in the recognition and referral of children with ADHD. We investigated whether the predominating subtype of symptomatology influences teacher recognition of affected girls. Methods A total of 212 teachers from 40 randomly selected primary schools in England participated in a postal questionnaire study. The questionnaire consisted of a case vignette (based on DSM-IV criteria) describing a girl with either combined or predominantly inattentive subtype ADHD. Each school received an equal number of each type of vignette for distribution. Further questions elicited teachers' conceptualization of the girl's difficulties and need for specialist referral, their views on treatment modalities and demographic data. Results Most (98%) teachers recognized the presence of a problem but mainly conceptualized the girl's behaviour as reflecting attentional (89%) or emotional (62%) difficulties. Teachers were less likely to correctly identify a girl with inattentive than combined subtype ADHD (14% vs. 43%) or recommend clinical referral (50% vs. 59%) for her. Few (15%) teachers thought that medication might be helpful for a girl meeting diagnostic criteria for ADHD. Conclusions Teachers are able to recognize ADHD-related behaviours and impairments but conceptualize these as reflecting attentional or emotional difficulties rather than as relating to a disorder (ADHD). Teachers' conceptualization of ADHD and views about medication are important factors that could affect accurate recognition and referral. Improving teachers' knowledge about ADHD, especially the inattentive subtype, could assist in tackling gender-related barriers to care. [source] | ||||||||||||||||