Professional and Personal Knowledge of Teachers and Teachers Trainers

  • Pinchas Tamir

Resumen

In this paper the relationship between the professional knowledge and the personal practical knowledge of teachers in pursued. It is argued that there are at least two kinds of relationship between these types of knowledge. The first is that professional knowledge depends upon individual cognitive structures with the interaction between the two resulting in personal and idiosyncratic knowledge. The second type of relationship is that personal attributes affect the application of professional knowledge. Implications for teacher educators of the distinction between personal and professional knowledge are discussed and an example is presented and analyzed.

Citas

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart and Winston.[trad. cast.: Psicología educativa: un punto de vista cognoscitivo. México: Trillas, 1976].

Carnegie Forum on Education and the Economy (1986). A nation prepared: Teachers for the 21st century. New York: Carnegie Corporation.

Clandinin, D. J. (1989). Developing rhythm in teaching: The narrative study of a beginning teacher's personal practical knowledge of classrooms. Curriculum Inquiry, 19, 121-141.

Connelly, F. M. y Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. En E. Eisner 10 (Ed.), Learning and teaching the ways of knowing. Chicago: University of Chicago Press, 174-198.

Connelly, F. M. y Clandinin, D. J. (1988). Teachers as curriculum planers: Narratives of experience. New York: Teachers College Press.

Connelly, F. M. y Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.

Connelly, F. M., Fullan, M. y Clandinmin, D. J. (1990). Personal and profesional knowledge of teaching. A proposal submitted to the internal R&D/FD Funding Commitee, The Ontario Institute for Studies in Education.

Elbaz, F. (1981). The teacher's "practical knowledge": Report of a case study. Curriculum Inquiry, 11, 43-71.

Schön, D. A. (1987). Educating the effective practitioner. San Francisco: Jossey Bass.

Shulman, L.S. (1986a). Those who understand: knowledge growth in teaching, Educational Researcher, 15 (2), 4-14.Trad. y edición española (“El saber y entender de la profesión docente”) en Estudios Públicos (Centro de Estudios Públicos, Chile), núm. 99, 2005, 195-224.

Shulman, L. S. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of educational reform. Educational Leadership, 46(3), 36-41.

Shulman, L. S. y Sykes, G. (1986). A national board for teaching: In search for a bold standard. A report for the task force on teachinbg as a profession, New York: Carnegie Corporation.

Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4, 99-110.

Tamir, P., Nussinovitz, R. y Friedler, Y. (1982). The design and use of practical tests assessment inventory. Journal of Biological Education, 16, 42-50.

Weber, S. (1990). The teacher educators' experience: Cultural generativity and duality of commitment. Curriculum Inquiry, 20, 142-159.

Publicado
2005-09-01