Analytical reflection on teachers' practical knowledge: A case study of exemplary teachers in an educational reform context

• Published in: Teaching and teacher education Vol. 87; p. 102931
• Main Authors: Chaharbashloo, Hossein, Gholami, Khalil, Aliasgari, Majid, Talebzadeh, Hossein, Mousapour, Nematollah
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.01.2020
• Subjects: Content-oriented teaching; Exemplary teaching model; Learning-oriented teaching; Post-education-reform Iran; Practical knowledge; Primary school teachers; Primary school teachers; Post-education-reform Iran; Content-oriented teaching; Learning-oriented teaching; Practical knowledge; Exemplary teaching model
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2019.102931

The present qualitative study investigates the practical knowledge of primary school exemplary teachers in an educational reform context. Data were collected through detailed classroom observations and notes, checklists, shadowing the teachers, along with semi-structured and stimulated recall interviews. The findings suggested that the participants possessed eight categories of practical knowledge: subject-matter, pedagogical, learners, classroom management, learning environment, curriculum, school environment, and self. Moreover, a conceptual model was developed couching in the content of teachers' practical knowledge in terms of content-centered versus learning-centered orientations. The findings have significant implication to link theory and practice in the teacher education and development programs. •Eight knowledge types were identified as comprising Practical knowledge base of exemplary teachers.•Two major orientations (content- and learning-centered) characterized the actual practice of exemplary practitioners.•The significance/interaction of explored knowledge types were different for/across two orientations to classroom teaching.•Despite educational reform's emphasis on constructivist orientations, outcome-based washback dictates content-based teaching.•Learning-oriented teachers demonstrated a stronger interaction among different components of their practical knowledge base.