Teacher Knowledge: An Ideal Typology

This group research study analyzed the potential functions for received knowledge and classroom experience in the formation of an ideal typology for teacher knowledge. The challenging character of teacher knowledge development was analyzed pertaining to behavioral, psychological, and social influences. Theoretical underpinnings drew principally from schema theory and formative theory regarding the nature and development of teacher knowledge. The compatibility of tacit and codified understanding of teaching was a key concern. Special attention was given to examining how teachers integrate received knowledge with classroom experience and the frequently reported discord between the two. Other problems resolved included teacher compliance and the effectiveness of teacher preparation…


Chapter One: Introduction Statement of the Problem
Purpose and Significance of the Study
Overview of Chapter One
Clarification of Central Concepts
Knowledge in Light of Schema Theory
Teacher Knowledge
Received Knowledge
Classroom Experience
Conceptual Framework
Received Knowledge as Unchanged
Received Knowledge as Modified
Classroom Experience as Unarticulated
Classroom Experience as Reflected Upon
Research Questions
Overview of Chapters Two through Five
Chapter Summary
Chapter Two: Review of the Literature
Arguments for Knowledge Types
Epistemological Underpinning: A Duality of Knowing?
Evidence from Brain Research
Overlap and Interaction among Knowledge Types
Recent Conceptions about the Nature of Teacher Knowledge
Teacher Knowledge Seen as Stages and Levels.
Teacher Knowledge Seen as Discrete Componen
Teacher Knowledge Seen as Forms
Teacher Knowledge Seen through Conceptual Orientations
Teacher Knowledge Seen as Socially Constructed
Teacher Knowledge Seen as Received Knowledge
Teacher Knowledge Seen as Classroom Experience
Theory and Research on Teacher Knowledge as a Duality
Formal vs. Practical
Declarative/Propositional vs. Procedural
Theory/Research vs. Practice
Received vs. Experienced
Chapter Summary
Chapter Three: Methodology and Research Design
Data Collection
Open-Ended Questionnaires
Individual Interviews
Records of Practice: Lesson Plans
Data Analysis
Procedures of Verification
Peer Review
Negative Case Analysis
Clarification of Researcher Bias
Member Checks
Rich, Thick Description
Ethical Considerations
Researcher Background
Chapter Four: Findings
Teacher Profiles with Respect to Preferred Knowledge Types
Classroom Experience Predominate
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Received Knowledge Predominate
Knowledge Types in Tentative Balance
Formation of Ideal Types
Type I: Personal-Experiential Knowledge
Type II: Personal-Received Knowledge
Type III: Collaborative-Experiential Knowledge
Type IV: Collaborative-Received Knowledge
Relationship between Received Knowledge and Classroom Experience
Frequency of Occurrence
Ineffability of Teacher Knowledge
Emergent Contexts
Socio-Cultural Context

Source: University of Maryland

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