Personal Practical Knowledge
A Study of Teachers' Classroom Images
Bibliographic Data
| ID | 12010355 |
|---|---|
| Authors | D Jean Clandinin (0000-0002-5788-8544, University of Calgary, corresponding author) |
| Year | 1985 |
| Volume | 15 |
| Issue | 4 |
| Pages | 361-385 |
| Publication date | 1985-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1985.11075976 |
| OpenAlex | W2079602750 |
| Language | EN |
| Citations received | 107 |
| References cited | 19 |
Teachers develop and use a special kind of knowledge. This knowledge is neither theoretical, in the sense of theories of learning, teaching, and curriculum, nor merely practical, in the sense of knowing children. If either of these were the essential ingredient of what teachers know, then it would be easy to see that others have a better knowledge of both; academics with better knowledge of the theoretical and parents and others with better knowledge of the practical. A teacher's special knowledge is composed of both kinds of knowledge, blended by the personal background and characteristics of the teacher and expressed by her in particular situations.The idea of “image” is one form of personal practical knowledge, the name given to this special practical knowledge of teachers (Clandinin, 1985; Connelly and Dienes, 1982). In this article I show how one teacher's image of the “classroom as home” embodies her personal and professional experience and how, in turn, the image is expressed in her classroom practices and in her practices in her personal life. Using a variety of classroom episodes gathered over two years with two teachers, I offer a theoretical outline of the experiential dimensions of an image and, in so doing, present image as a knowledge term which resides at the nexus of the theoretical, the practical, the objective, and the subjective
Body of knowledge · Curriculum · Descriptive knowledge · Epistemology · Experiential knowledge · Experiential learning · Knowledge management · Mathematics education · Nexus (standard · Pedagogy · Personal knowledge management · Procedural knowledge · Art Education and Development · Computer Science · Education Methods and Practices · Psychology · Teacher Education and Leadership Studies
Conceptualizing teachers' knowledge about teaching
School self-evaluation as a reflective dialogue between researchers and practitioners
La investigación narrativa de saber pedagógico
Relatos de práticas docentes
Quality control in qualitative research
Levels in reflection
Ways of Evaluating Teacher Cognition
Using Narrative Inquiry to Understand a Student–Teacher's Practical Knowledge While Teaching in an Inner-City School
Patterns and pathways of teacher PCK development
Beyond Standardisation
Supporting literacy through social justice literature
Beyond the workshop
Evidence-Based Practice in Teacher Education
Self-empowerment in the struggling transition from General English to EAP
Critical review of research on teacher knowledge building
Culturally Responsive Pedagogical/Andragogical Context Knowledge
Experts’ adaptation of apt epistemic performance
Using narrative inquiry research methodology in online educational environments
With Awareness Comes Competency
Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools
Exploring teachers’ relational dispositions through reflective noticing
Tension, emotion, and agency in Chinese novice English teachers’ practical knowledge development
‘I did not feel any passion for my teaching’
The role of pupils in developing student teachers’ knowledge of teaching
Teachers’ learning and knowledge
Research practice partnership for schools and universities
Which of the Bible stories do you best remember? The significance of selected Bible stories for early childhood education students
Tapping into the mental resources of teachers' working knowledge
Daily practice of Won -Buddhism
Gathering in the Dusk
Conceptualisations of ‘grammar teaching’
The Collaborative Turn
Managing Marginality
Teachers' Maxims in Language Teaching
I teach students, not subjects”
Towards Knowledge Mobilization in Teaching and Teacher Education
Evaluating University Teaching
Teacher Socialisation and Teacher Attitudes Towards Indigenous Children
Chinese EAP Teachers’ Identity Development
Teachers' Curricular Knowledge in Fourth Grade
Constructing a Personal Practical Philosophy for Classroom Curriculum
The skilled teacher
By Chart and Chance and Passion
Developing Rhythm in Teaching
Getting Personal and Practical with Personal Practical Knowledge
Evolving Conceptions of Teaching
What teachers know, what teachers do
Who Has the Floor? Curriculum, Teaching, and the English Student Teacher's Struggle for Voice
Accounting for Our Accounts
Build[ing] something which alone we could not have done”
Teacher cognition in corrective feedback in Japan
Iranian EFL teachers' reflective practices and self-efficacy
The hidden side of the work
Utilizing action research in graduate curriculum courses
Language Teacher Cognition in Applied Linguistics Research
Knowing Their World”
Music Teacher Knowledge
Formarse en la Investigación Educativa
How teachers learn and change in reciprocal learning space
Munazza's story
Engaging Elementary Teachers’ Pedagogical Content Knowledge
From spotlight to fluorescent bulb
The Constitution of Teachers' Knowledge
Shaping Social and Psychological Competencies or Intervening in a Crisis? Sociotherapists’ Experiences of Helping Adolescents in Poland
Transforming through power
Special Education Teachers’ Use of Technologies During the Covid-19 Era (Spring 2020—Fall 2021)
Community Insiders as Justice-Oriented Teachers
Plurilingual awareness and intercomprehension in the professional knowledge and identity development of language student teachers
Language learning in higher education
Exploring how ESL teachers relate their ethnic and social backgrounds to practice
Speaking of gender
Case studies of second‐career secondary student teachers
Immigrant teachers
Constructivism and teachers' professional development
Fulfilment of the basic psychological needs of student teachers during their first teaching experiences
Metaphors of knowing, doing and being
Indicators of development of practical theory in pre-service teacher education students
The more things change, the more they stay the same
The induction year experience in a cross-cultural setting
Through the camera's eye
Everything goes smoothly”
Rhythms in teaching
Dialogue as a catalyst for teacher change
Student teachers’ identity construction
Metaphor development by secondary teachers enrolled in graduate teacher education
Narrative inquiry for teacher education and development
Preservice elementary teachers' views of pedagogical and mathematical content knowledge
Re-storying practice
Mixed messages in learning to teach english
Fostering subject teachers' integrated language teaching in technical vocational education
First experiences of teaching EFL in metaphors
Using still photography in making meaning of adult educators' teaching beliefs
Interacting narratives
Process’ and Educational Analysis
Constructing Teacher Culture
Teacher Thinking about Curriculum and Instruction
Democracy is Messy
Linking Theory and Practice
The Heuristic Value of Regarding Classroom Instruction as an Aesthetic Medium
Placing ‘Knowledge’ in Teacher Education in the English Further Education Sector
| Unique citing works | 107 |
|---|---|
| Citations per year | 2,67 |
| Citation span | 1986 - 2026 (41) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 103 |