The theory-practice relationship in the development of teacher knowledge : An integrative meaning approach in Polanyi's epistemology

2008 ◽  
Vol null (42) ◽  
pp. 157-193
Author(s):  
부성희
Keyword(s):  
Teacher Knowledge

Student Content Engagement as a Construct for the Measurement of Effective Classroom Instruction and Teacher Knowledge

2005 ◽  
Author(s):  
Mary McLaughlin ◽  
Daniel J. McGrath ◽  
Marisa A. Burian-Fitzgerald ◽  
Lawrence Lanahan ◽  
Marion Scotchmer ◽  
...  
Keyword(s):  
Teacher Knowledge ◽  
Classroom Instruction

Teacher Knowledge of Student Content Engagement: Conceptual Framework and Assessment

2013 ◽  
Author(s):  
Tracy E. Costigan ◽  
Terry S. Salinger ◽  
Jennifer A. Mautone
Keyword(s):  
Conceptual Framework ◽  
Teacher Knowledge

Teacher Knowledge in Transition Planning: Does Locale Matter?

2021 ◽  
pp. 875687052110279
Author(s):  
Malarie E. Deardorff ◽  
Corey Peltier ◽  
Belkis Choiseul-Praslin ◽  
Kendra Williams-Diehm ◽  
Melissa Wicker
Keyword(s):  
Professional Development ◽  
Students With Disabilities ◽  
Teacher Knowledge ◽  
Planning Process ◽  
Transition Planning ◽  
Individualized Education Program ◽  
Future Research ◽  
Knowledge Based ◽  
Transition Plans ◽  
Education Act

The Individuals With Disabilities Education Act mandates transition planning to occur in conjunction with the individualized education program for secondary age students with disabilities beginning by age 16, or earlier. To fulfill this mandate, teachers must possess a depth of content and pedagogical knowledge related to the transition planning process. However, the majority of special educators do not receive coursework dedicated to transition in their undergraduate programming. Furthermore, teachers in under-resourced and underserved rural districts may have inequitable professional development opportunities to bolster their transition planning knowledge. This lack of transition-related education potentially leads to inadequate and noncompliant transition plans for students with disabilities. The current study examined differences in teachers’ knowledge based on locale: rural ( n = 75), suburban ( n = 48), and urban ( n = 64) from one southern state. Determining whether differences are identified by locale can inform the allocation of resources to provide high-quality, evidence-aligned professional development models to improve teacher knowledge in underserved and under-resourced rural locales. In addition, identifying gaps in teacher knowledge will inform pre-service and in-service teacher preparation. We provide an avenue of needed future research to improve transition-planning processes for students with disabilities.

scholarly journals Analysing teacher knowledge for technology education in primary schools

2010 ◽  
Vol 22 (3) ◽  
pp. 271-280 ◽  
Author(s):  
Ellen J. Rohaan ◽  
Ruurd Taconis ◽  
Wim M. G. Jochems
Keyword(s):  
Technology Education ◽  
Teacher Knowledge ◽  
Primary Schools

Conceptually and Methodologically Vexing Issues in Teacher Knowledge Assessment

2011 ◽  
Vol 27 (3) ◽  
pp. 183-211 ◽  
Author(s):  
D. Ray Reutzel ◽  
Janice A. Dole ◽  
Sylvia Read ◽  
Parker Fawson ◽  
Kerry Herman ◽  
...  
Keyword(s):  
Teacher Knowledge ◽  
Knowledge Assessment
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