The concept of knowledge for members of a teacher education college
This article deals with the question: how do the members of one particular college grasp the concept of knowledge in teacher education?
The main assumption was that the definition of what is requisite professional knowledge will be bossed on the prior assumptions of the definer.
The different concepts of knowledge were sorted into type, according to Lamm (1976) and also the model of Wilson, Shulman and Richert (1987).
We found that a varied cultural approach exists in regard to the knowledge required by teachers. There is a general consensus on teachers need for knowledge and the ability they must develop in order to acquire it. Most respondents talked about both knowledge of a discipline and of a wide general education. Although there was a consensus regarding the need for knowledge, no area had shared objectives, nor was the same language used regarding particulars within each area. The process of transforming the college into an academy can be seen as a central factor contributing to the concept of knowledge presented here.
Educational Practice and Theory, Volume 21, Number 1, 1999 , pp. 47-66(20)
Educational Practice and Theory