Tracing the concept of teacher knowledge.docVIP

Tracing the concept of teacher knowledge Abstract: With the deepening of teacher professional development research teacher knowledge in the concept of showing the diversity trend. Trace the source of the concept of knowledge of different teachers, teachers of knowledge can be divided into ‘practical knowledge’ and ‘content knowledge’ two broad categories. Teacher knowledge of the purpose of such a classification is to remove the concept of confusion, more effectively promote teacher professional development. Keywords: teacher knowledge; traceability; practical knowledge; content knowledge Since the 20th century, since the 80’s, teacher knowledge, teacher education has become a field of study around the world increasingly concerned about a hot topic, ‘teacher knowledge’ word has become one of the terms frequently used. As teachers teaching activities of the variability, the researchers selected the perspective of the different research questions, as well as the limited capacity of human knowledge, the current ‘teacher knowledge’ definition of this concept has not yet formed a consensus. In a number of literature search and analysis, based on the author found that the academic right ‘teacher knowledge’ in the subject-oriented ‘content knowledge’ and practice-oriented ‘tacit knowledge’ to explore the most, views of the most clear, evidence-based and most fully . 1, the subject-oriented ‘content knowledge’ Who hold this view are the main representative of Shulman (Shulman, 1986), Grossman (Grossman, 1988), Reinhardt (Leinhardt, 1985), Cochran (Cochran, 1993), Amy Tsui Bik (Tsui, 2003) and so on. These scholars believe that teachers need to know the most important knowledge is ‘content knowledge’, mainly includes two aspects: subject knowledge; the processing of academic knowledge into teaching students to understand the disciplines of knowledge (pedagogical content knowledge). Of teachers ‘content knowledge’ to push the United States when the study’s best-known ed