Book contents
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Chapter 15 - Personal Practical Knowledge in L2 Teacher Education
Published online by Cambridge University Press: 14 February 2023
- Frontmatter
- Contents
- Preface
- Introduction: Second Language Teacher Education
- Section 1 The Landscapes of Second Language Teacher Education
- Chapter 1 The Scope of Second Language Teacher Education
- Chapter 2 Trends in Second Language Teacher Education
- Chapter 3 Critical Language Teacher Education
- Chapter 4 Social and Cultural Perspectives
- Section 2 Professionalism and The Language Teaching Profession
- Chapter 5 Second Language Teacher Professionalism
- Chapter 6 Certification and Professional Qualifications
- Chapter 7 Standards and Second Language Teacher Education
- Chapter 8 Assessment in Second Language Teacher Education
- Chapter 9 Teacher Preparation and Nonnative English-Speaking Educators
- Chapter 10 “Trainer Development”: Professional Development for Language Teacher Educators
- Section 3 Pedagogical Knowledge in Second Language Teacher Education
- Chapter 11 The Curriculum of Second Language Teacher Education
- Chapter 12 Knowledge About Language
- Chapter 13 SLA and Teacher Education
- Chapter 14 Acquiring Knowledge of Discourse Conventions in Teacher Education
- Section 4 Identity, Cognition, and Experience in Teacher Learning
- Chapter 15 Personal Practical Knowledge in L2 Teacher Education
- Chapter 16 Language Teacher Cognition
- Chapter 17 Teacher Identity
- Chapter 18 The Novice Teacher Experience
- Chapter 19 Teaching Expertise: Approaches, Perspectives, and Characterizations
- Section 5 Contexts for Second Language Teacher Education
- Chapter 20 Teaching and Learning in the Course Room
- Chapter 21 School-Based Experience
- Chapter 22 Language Teacher Education by Distance
- Chapter 23 Technology and Second Language Teacher Education
- Section 6 Second Language Teacher Education Through Collaboration
- Chapter 24 Collaborative Teacher Development
- Chapter 25 The Practicum
- Chapter 26 Mentoring
- Chapter 27 Language Teacher Supervision
- Section 7 Second Language Teacher Development Through Research and Practice
- Chapter 28 Second Language Classroom Research
- Chapter 29 Action Research in Second Language Teacher Education
- Chapter 30 Reflective Practice
- Author Index
- Subject Index
- Acknowledgments
Summary
INTRODUCTION
In this chapter I will first define and then situate teachers’ personal practical knowledge (PPK) in the broad scholarly landscape and in the cognitive turn in teacher education. Next, I will review the literature on PPK for second language teachers. I will describe several significant research agendas and teacher education practices that PPK has helped to generate. Finally, I will compare two key studies in order to highlight the need for detailed explanations of the assumptions and constructs of PPK, and suggest future directions for research using PPK.
SCOPE AND DEFINITIONS
Teachers tell stories. Ask a teacher about the value of journal writing, and she might tell a story about a quiet student in class discussions who writes cogently about course readings. The teacher might frame the story around the image of students finding their voice. Ask a teacher about the meaning of student-centered instruction, and he might narrate his journey from beginning to experienced teacher, describing how superficial his conception was early in his teaching career. These stories are expressions of a dynamic and complex kind of knowledge – teachers’ personal practical knowledge.
Clandinin (1992) has described personal practical knowledge as follows:
It is knowledge that reflects the individual’s prior knowledge and acknowledges the contextual nature of that teacher’s knowledge. It is a kind of knowledge carved out of, and shaped by, situations; knowledge that is constructed and reconstructed as we live out our stories and retell and relive them through processes of reflection. (p. 125)
Clandinin and Connelly (1987) have further characterised PPK as a “moral, affective, and aesthetic way of knowing life’s educational situations” (p. 59). These descriptions highlight the experiential, situational, dynamic, and storied dimensions of teachers’ knowledge alongside its emotional and moral dimensions.
Another significant component of PPK that has expanded our understandings of teachers is the construct of image, which unites the teacher’s personal and educational lives in its origin and the function it serves. Image is expressed through a teacher’s words and in his or her classroom practice. The unity and flow of these dimensions can best be understood through Clandinin’s (1986) words: “The emotional and moral dimensions of image are the glue which binds together the educational and personal private sides of an individual’s life” (p. 131).
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- Cambridge Guide to Second Language Teacher Education , pp. 155 - 162Publisher: Cambridge University PressPrint publication year: 2009
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