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《Peking University Education Review》 2008-01
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Teacher Knowledge and Knowledge Base of Teaching

Nico Verloop Jan Van Driel Paulien Meijer  
In this article,the knowledge base of teaching is conceived as all profession-related in- sights,which are potentially relevant to a teacher's activities.From this perspective,it is argued that teacher knowledge,or teacher practical knowledge,should be included within this knowledge base,along with formal propositional knowledge.Although teacher knowledge is strongly related to individual experiences and contexts,there are elements of teacher knowledge that are shared by all teachers or large groups of teachers.Investigating teacher knowledge to identify these common ele- ments so as to do justice to its complex and specific nature can be problematic from a methodological point of view.To illustrate the potential benefits and limitations of research on teacher knowledge, the results from several studies are presented.A major conclusion from these studies is that an un- derstanding of teacher knowledge may be useful to improve teacher education and to make educa- tional innovations more successful.Finally,three areas of interest for future research are identified.
【CateGory Index】: G451
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【References】
Chinese Journal Full-text Database 2 Hits
1 KANG Wen,YAO Li-min,SHI Man-li,JIANG Jia-qiong(Institute of Educational Science,Hunan University,Changsha,Hunan 410082,China);The Strategies of How to Implement the Research-based Teaching[J];University Education Science;2008-05
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【Co-references】
Chinese Journal Full-text Database 10 Hits
1 Liu Yu;The Shifting of Paradigm of the Teacher Professional Development in America and Inspiration[J];Comparative Education Review;2003-04
2 Qie Haixia;The Teacher Education Programs,Courses and Ideas of Harvard Graduate School of Education and Their Implications[J];Comparative Education Review;2003-07
3 Liu Lili;A Summary of the Theories of Reflective Practice in the Western World[J];Comparative Education Review;2003-08
4 Hong Chengwen;An Updated Exploration toward Teacher Education Quality Assurance at International Level[J];Comparative Education Review;2003-11
5 Zhou Jun;The Holmes Group and Teacher Education Reform in USA[J];Comparative Education Review;2003-11
6 ZHAGN Xue-min, LIN Chong-de, SHEN Ji-liang;An Overview of Teacher's Cognitive Competence Development in Foreign Countries[J];Comparative Education Review;2004-05
7 HONG Ming;The Thought of“Reflective Practice”and Its Controversy in Teacher Education[J];Comparative Education Review;2004-10
8 ZHAO Li qin Edited Translation;The Collaboration Process in American Professional Development Schools[J];Comparative Education Review;2004-10
9 ZHU Guang-ming;An Inquiry into the Phenomenology Pedagogy of Max Van Manen[J];Comparative Education Review;2005-04
10 LU Nai-gui,ZHONG Ya-ni;An Overview of Teacher Professional Development in an International Perspective[J];Comparative Education Review;2006-02
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