Implications of Teachers' Personal Practical Knowledge for Teacher Training Programs: A Case Study of Primary Teachers

Autor/inn/en	Talaee, Ebrahim; Bozorg, Hamideh; Schrittesser, Ilse
Titel	Implications of Teachers' Personal Practical Knowledge for Teacher Training Programs: A Case Study of Primary Teachers
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 11 (2023) 2, S.407-423 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Talaee, Ebrahim) ORCID (Bozorg, Hamideh) ORCID (Schrittesser, Ilse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Education Programs; Elementary School Teachers; Pedagogical Content Knowledge; Teacher Educators; Case Studies; Teacher Attitudes; Discourse Analysis; Futures (of Society); Program Development; Program Effectiveness; Teaching Methods; Communication Skills; Theory Practice Relationship; Teacher Student Relationship; Foreign Countries; Austria (Vienna) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Lehrerverhalten; Diskursanalyse; Future; Society; Zukunft; Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstil; Theorie-Praxis-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland
Abstract	This study aims to understand teachers' Personal Practical Knowledge to provide future teacher educators with essential points for improving teacher training programs. The study was conducted with six teachers in the primary education context, using narrative inquiry as a qualitative approach. The semi-structured interview with teachers indicated that they had a rich knowledge of factors affecting the success of the teaching profession. As such, data analysis of teachers' transcripts using open, axial, and selective coding resulted in five main themes crucial for future teacher educators to consider for developing effective teacher training programs: (1) Entwined and complicated aspects of teaching, (2) Effective communication is key, (3) Ineffectiveness of theoretical versus practical courses, (4) Being ignored by society, and (5) Losing the dream of being perfect. The paper concludes with implications for the theory and practice in the teacher education field. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01