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

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.

The transformative cognition of English as a Foreign Language student teachers’ personal practical knowledge

“…The disparity in learning participation between Qian and Yue correlates with their respective transformations of PPK. PPK, as a teacher’s construct, is narratively embodied and practically expressed ( Schaefer and Clandinin, 2019a ; Talaee et al, 2023 ). The narrative and practice in this study are derived from the participants’ learning experiences within the blended learning community.…”

Assessing the Efficacy of Peer Teaching as an Alternative to Teaching Practice: A Case of Molepolole College of Education

“…The varied practice contexts provide them with the opportunity to gain some insight into mediating knowledge in diverse social settings, with specific kind of learners as well as making appropriate pedagogic choices in relation to the prevailing circumstances (Robinson & Rusznyak, 2020). Student teachers have the opportunity to build on their Personal Practical Knowledge (PPK) generated through practice in specific contexts (Talaee et al, 2023). Thus teaching practice provides teacher interns with practical experiences that best represent the realities of classroom settings (Adu-Yeboah & Kwaah, 2018;Varela & Desiderio, 2021).…”

Program Pendampingan Guru Dalam Implementasi Basic Science Kits Pada Kurikulum Merdeka Belajar Di Sekolah Dasar Negeri Bojong

“…Penguasaan tertinggi ada pada pemahanan guru mengenai alat dan bahan pada Kit sebesar 87,3% dan terendah ada pada kemampuan merakit Kit sebesar 80,5%. Pelatihan praktis untuk guru dasar sangat penting untuk pengembangan dan efektivitas mereka di kelas (Talaee et al, 2023). Program pelatihan harus terstruktur dan dijadwalkan sesuai dengan kebutuhan dan minat guru, termasuk pelatihan tatap muka, lokakarya, simulasi, bimbingan kelas, dan refleksi (Lewis et al, 2014).…”