ABSTRACT

Teachers’ personal understanding of knowledge and how it is acquired has important implications for their approaches to teaching and engaging pupils in learning. This article extends learning about emergent teachers’ professional knowledge by critiquing and theorising survey responses detailing student teachers’ experience of teaching during their first and last placements in primary classrooms. These members of a cohort of 120 students on a new BEd degree programme in Malaysia were taught to use action (active learning), reflection and modelling (ARM) in their teaching. A keyword search of the students’ accounts is used to examine the way they refer to knowledge and describe how knowledge is acquired. Four of the students’ narratives are also analysed in depth using a novel ‘Eraut-Shulman teacher knowledge framework’, which integrates the expositions of Eraut on different types of knowledge and of Shulman on the knowledge base of teaching. The findings contribute to understanding the role of pupils in developing student teachers’ knowledge of teaching and the interrelationship between the personal knowledge of teachers and pupils. In particular, it raises questions about developing ‘pathic knowledge’, conceptualised by van Manen, which is particularly pertinent in settings in which emphasis is placed on socially mediated learning.

摘要

教师对知识及其获取方式的个人理解对于他们的教学方法和让学生参与学习的方法具有重要意义。本文通过对调查反馈进行批评和理论化来扩展对新兴教师专业知识的学习，这些调查反馈详细说明了学生教师在小学课堂的第一次和最后一次实习期间的教学经验。马来西亚新的 BEd 学位课程的 120 名学生中的这些成员被教导在他们的教学中使用行动（主动学习）、反思和建模（ARM）。学生帐户的关键字搜索用于检查他们引用知识的方式并描述知识是如何获得的。还使用小说“Eraut-Shulman 教师知识框架”深入分析了四个学生的叙述，它整合了Eraut对不同类型知识的阐述和Shulman对教学知识库的阐述。研究结果有助于理解学生在培养学生教师的教学知识方面的作用以及教师和学生个人知识之间的相互关系。特别是，它提出了关于发展由 van Manen 概念化的“病态知识”的问题，这在强调社会中介学习的环境中尤为重要。