美国西雅图代写Assignment:教师知识的文献

2017-10-04 15:45

在有关教师知识的文献中，使用了各种各样的标签，每一种都表明了教师知识的相关方面。这些标签主要说明了哪些方面被认为是最重要的。这些标签结合在一起，概述了迄今为止对教师知识进行研究的方式。最常用的标签是“个人知识”(康奈和Clandinin，1985年;Elbaz，1991年)，表明这一知识是独一无二的;“实践的智慧”(施瓦布，1971)，以及最近出版的出版物“专业工艺知识”(例如:布朗和麦金泰尔，1993年;Shimahara，1998年)，指的是知识的特定组成部分，主要是教师实际经验的产物;“行动导向知识”，表明这一知识是在教学实践中直接使用的(卡特，1990);“内容和上下文相关的知识”(Cochran，德鲁特，金，1993;Verloop，Verloop，1998年);知识在很大程度上是“心照不宣的”(Calderhead和Robson，1991);而基于经验的知识(Grimmet和麦金农，1992)。重要的是要认识到，在“教师知识”的标签中，概念“知识”是一种包罗万象的概念，它总结了大量的认知，从意识和平衡的观点到无意识的和无意识的直觉。这与一个事实有关，即在教师的头脑中，知识、信念、观念和直觉的组成部分不可分割地交织在一起。正如亚历山大、Schallert和黑尔(1991年)所指出的那样，“知识”这个词主要用来涵盖“一个人知道或相信的一切，无论它是否在某种客观或外部的情况下都是真实的”(317)。这与对教师知识的研究尤其相关。在调查教师知识的过程中，关注的主要焦点是认知的复杂性，发展的方式，以及与课堂上教师行为的互动方式。
美国西雅图代写Assignment:教师知识的文献
In the literature about teacher knowledge, various labels have been used, each indicating a relevant aspect of teacher knowledge. The labels illustrate mainly which aspect is considered the most important by the respective authors. Together, these labels give an overview of the way in which teacher knowledge has been studied to date. The most commonly used labels are ‘‘personal knowledge'' (Conelly and Clandinin, 1985; Elbaz, 1991), indicating that this knowledge is unique; ‘‘the wisdom of practice'' (Schwab, 1971), and in more recent publications, ‘‘professional craft knowledge'' (e.g., Brown and McIntyre, 1993; Shimahara, 1998), referring to a specific component of knowledge that is mainly the product of the teacher's practical experience; ‘‘action oriented knowledge'', indicating that this knowledge is for immediate use in teaching practice (Carter, 1990); ‘‘content and context related knowledge'' (Cochran, DeRuiter, & King, 1993; Van Driel, Verloop, & De Vos, 1998); knowledge that is to a great extent ‘tacit' (Calderhead and Robson, 1991); and knowledge that is based on reflection on experiences (Grimmet and MacKinnon, 1992). It is important to realize that in the label ‘teacher knowledge', the concept ‘knowledge' is used as an overarching, inclusive concept, summarizing a large variety of cognitions, from conscious and well-balanced opinions to unconscious and unreflected intuitions. This is related to the fact that, in the mind of the teacher, components of knowledge, beliefs, conceptions, and intuitions are inextricably intertwined. As Alexander, Schallert, and Hare (1991) noted, the term ‘knowledge' is mostly used to encompass ‘‘all that a person knows or believes to be true, whether or not it is verified as true in some sort of objective or external way'' (p. 317). This is particularly relevant with respect to research on teacher knowledge. In investigating teacher knowledge, the main focus of attention is on the complex totality of cognitions, the ways this develops, and the way this interacts with teacher behavior in the classroom.

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