Teacher Knowledge: An Ideal Typology

This book examines the possible roles for received knowledge and classroom experience in the formation of an ideal typology for teacher knowledge. The problematic nature of teacher knowledge development is examined with regard to behavioral, psychological, and social influences. Theoretical underpinnings draw principally from schema theory and formative theory about the nature and development of teacher knowledge. Special attention is given to examining how teachers integrate received knowledge with classroom experience and the frequently reported discord between the two. Other issues addressed include teacher compliance and the effectiveness of teacher preparation. An initial conceptual framework founded upon possible roles for received knowledge and classroom experience is expanded into an ideal typology when combined with a concern for personal versus collaborative processes. Data suggest four ideal types: a)personal-experiential, b)personal-received, c)collaborative-experiential, and d)collaborative-received. The study is especially significant in light of its contribution to theory on teacher knowledge and professional development.