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Critical Review of Research on Teacher Knowledge Building: Towards a Conceptual Framework

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اقرأ على الانترنت اقرأ أكثر حفظ في قائمتي
  • المؤلفون: Li, Xiaoyan (ORCID Li, Xiaoyan (ORCID 0000-0001-9734-2856); Sang, Guoyuan
  • اللغة:
    English
  • المصدر:
    Asia-Pacific Journal of Teacher Education. 2023 51(1):58-75.
  • الموضوع:
    2023
  • نوع التسجيلة:
    Journal Articles
    Information Analyses
  • معلومة اضافية
    • Availability:
      Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • المصدر:
      18
    • Education Level:
      Elementary Education
      Secondary Education
    • الموضوع:
      Criticism; Literature Reviews; Educational Research; Faculty Development; Knowledge Base for Teaching; Elementary School Teachers; Secondary School Teachers; Teaching Methods
    • الرقم المعرف:
      10.1080/1359866X.2022.2141606
    • ISSN:
      1359-866X
      1469-2945
    • نبذة مختصرة :
      Teacher knowledge building (TKB) is indispensable for teachers' continuing professional development (PD). However, studies on how teacher knowledge is built and how to facilitate this process are scarce. In this study, we critically reviewed the existing literature on TKB since 2016, focusing mainly on in-service teachers working in K-12 school settings. Thirty-six studies were identified and analysed regarding approaches to TKB, mechanisms underlying TKB, conditions facilitating TKB, and the measurement of TKB. On the basis of our findings, we propose a conceptual framework that firstly helps research community to understand and assess TKB and secondly provides promising approaches to design effective PD for teachers' knowledge building.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2023
    • الرقم المعرف:
      EJ1378860