Relationships Between Knowledge and Learning Environments in Teacher Education

Bibliographic Data

ID4306197
AuthorsJudy Pickle (corresponding author)
Year1984
Volume35
Issue5
Pages13-17
Publication date1984-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248718403500504
OpenAlexW2092725757
LanguageEN
Citations received2
References cited6

The education of teachers, asserts the author, involves three categories of knowledge: particularistic, technical and liberal. Particularistic knowledge, a prod uct of direct experience, is what pros pective teachers understand as a result of their multiple exposures to class rooms and teachers. Technical knowl edge, the body of skills and understand ings that constitute the knowledge base undergirding teaching, results from laboratory instruction in which preser vice teachers practice and reflect on methods and skills. Liberal knowledge, more universal in character, is composed of the concepts and generalizations as sociated with the disciplines. Liberal knowledge is applicable to the broadest social contexts and contains the most objective truth value. The three knowledge areas are differ entially associated with field, laboratory and scholarly/scientific learning environ ments. Effective teacher training matches knowledge acquisition proce dures with appropriate learning environ ments

Body of knowledge · Class (philosophy) · Epistemology · Field (mathematics) · Higher education · Knowledge base · Knowledge management · Liberal arts education · Liberal education · Mathematics education · Pedagogy · Political science · Value (mathematics) · Computer Science · Education and Critical Thinking Development · Education and Technology Integration · Mathematics · Online and Blended Learning · Psychology

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