Analytical reflection on teachers' practical knowledge: A case study of exemplary teachers in an educational reform context

Hossein Chaharbashloo, Khalil Gholami, Majid Aliasgari, Hossein Talebzadeh, Nematollah Mousapour

Research output: Contribution to journalArticleScientificpeer-review

17 Citations (Scopus)

Abstract

The present qualitative study investigates the practical knowledge of primary school exemplary teachers in an educational reform context. Data were collected through detailed classroom observations and notes, checklists, shadowing the teachers, along with semi-structured and stimulated recall interviews. The findings suggested that the participants possessed eight categories of practical knowledge: subject-matter, pedagogical, learners, classroom management, learning environment, curriculum, school environment, and self. Moreover, a conceptual model was developed couching in the content of teachers' practical knowledge in terms of content-centered versus learning-centered orientations. The findings have significant implication to link theory and practice in the teacher education and development programs.
Original languageEnglish
JournalTeaching and Teacher Education
Volume87
DOIs
Publication statusPublished - 2020
MoE publication typeA1 Journal article-refereed

Keywords

  • Practical knowledge
  • Exemplary teaching model
  • Primary school teachers
  • Content-oriented teaching
  • Learning-oriented teaching
  • Post-education-reform Iran

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