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|Title:||How does experience affect theoretical knowledge for teaching?|
|Publisher:||Learning and Instruction|
|Citation:||Volume 5, Issue 4, Page 385-400|
|Abstract:||In this paper, I examine the literature on novice-expert shifts in teachers' knowledge from the perspective of constructivist learning theory and with a view to identifying lessons for teacher educators. I argue that current accounts of the novice-expert shift lack both a theory of knowledge acquisition and a theory of knowledge utilisation in teaching: there are descriptions of the differences between novices and experts but no accounts as to how the changes come about: there are accounts of what teachers know but no accounts as to the utility of this knowledge to students' learning. I suggest that this is not a sound basis for planning initial teacher education programmes. I recharacterise teachers' knowledge, suggesting that its salient feature is to close down on, rather than profit from, experience. I explain this limiting feature in terms of a general, constructivist model of learning. From this model, I identify three requirements for a research agenda on teachers' learning. These are (a) a theory of the learner teacher; (b) settings which promote deliberate learning for students; and (c) organisations committed to learning for teachers. Drawing on some contemporary work on educational learning theory, I outline some of the features of these requirements. © 1995.|
|Appears in Collections:||Teacher Education|
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