A Study of Language Teachers' Personal Practical Knowledge

1998 ◽  
Vol 32 (3) ◽  
pp. 447 ◽  
Author(s):  
Paula R. Golombek
Keyword(s):  
Practical Knowledge ◽  
Language Teachers ◽  
Personal Practical Knowledge

scholarly journals Teacher Educators’ Understanding of Their Language-Oriented Development in Content-Based Classroom Interaction

2018 ◽  
Vol 8 (2) ◽  
pp. 95
Author(s):  
Fenna Swart ◽  
Jeroen Onstenk ◽  
Dubravka Knèzic ◽  
Rick De Graaff
Keyword(s):  
Task Difficulty ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Classroom Interaction ◽  
Small Group Instruction ◽  
Group Instruction ◽  
Experienced Teacher ◽  
Personal Practical Knowledge ◽  
Knowledge Of Language ◽  
Learning Development

Many studies have suggested that personal practical knowledge is essential for professional development. Recently,there has been growing recognition of the importance of teacher educators’ personal practical knowledge of‘language’ for student learning development. However, the need for teacher educators to first understand their ownlanguage-oriented development in content-based classroom interaction has not received as much emphasis. Thecurrent intervention study investigates how eleven experienced teacher educators understand their language-orienteddevelopment through the control of task difficulty, small-group instruction and directed response questioning. Datawere examined by conducting content and constant comparison analyses. The results showed that the interventionaffected the educators’ language-oriented development, which in turn affected their awareness and decisions made toimprove their methods of initiation and response during classroom interaction. The results call for more concreteways to expend teacher educators’ practical knowledge of language to further develop and enhance theirlanguage-oriented teaching performance in content-based classroom interaction.

scholarly journals Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context

2021 ◽  
Author(s):  
◽  
Jing Zhou
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Relevant Literature ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Chinese Context ◽  
Personal Practical Knowledge ◽  
Teachers Experiences

<p>This narrative inquiry explores 6 Chinese early childhood teachers’ teaching and learning experiences in Shanghai and Beijing, where Chinese and Western educational ideas and practices co-exist. Interviews with teachers, kindergarten directors, and parents, and participatory observations and collected documents are analysed and interpreted to reveal the teachers’ experiences of being both teacher and learner in the contemporary urban Chinese context. The teachers’ experiences and voices are at the centre of this study and are represented in poetic format. The themes emerging from the teachers’ poems are discussed alongside relevant literature in order to gain in-depth understanding of each teacher’s teaching and learning experience in specific kindergarten contexts. Emerging themes embody the reality of teaching and learning, professional learning in the embedded community of practice, and the teachers’ professional and personal selves. Tensions and challenges the teachers faced in teaching and learning are identified. The enabling and constraining factors that may deskill, re-skill, or empower the teachers are discussed. The teachers’ stories suggest that they experience tensions between the multiple and contradicting educational ideas; the embedded kindergarten community’s interpretation of teaching and learning at multiple levels; the teachers’ personal practical knowledge; and their life as a multifaceted human being. The research suggests the need for kindergarten directors, scholars and policymakers to pay attention to the dynamic relationships between a kindergarten’s structure, curriculum, pedagogy, images of the child, teachers’ personal practical knowledge, professional learning, and teachers’ inner selves and agency.</p>

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