Integrating Academic and Practical Knowledge in a Teacher Leaders’ Development Program



This study examines an attempt to encourage integration of knowledge learned in the academy with knowledge learned in practice as a means to challenge educational practitioners’ — teacher leaders and inservice teacher educators — existing conceptions and beliefs, and promote intellectual restructuring. The article centers on two components of the Manor Program for the development of teacher leaders and educators. The first component focuses on expanding academic knowledge, by helping the participants become acquainted with studies on students’ and teachers’ conceptions and ways of thinking in mathematics. The second component focuses on the integration of knowledge learned in the academy with knowledge learned in practice by conducting a mini-study.


Mathematics Teacher Pedagogical Content Knowledge Theoretical Knowledge Practical Knowledge Project Staff 
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Copyright information

© Springer Science+Business Media Dordrecht 1999

Authors and Affiliations

  1. 1.Dept. of Science TeachingWeizmann Institute of ScienceRehovotIsrael

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