The Development of Teachers’ Professional Knowledge

Abstract

This chapter develops the premise that, although teacher candidates can and do learn from propositional forms of knowledge, understanding the ways in which teacher candidates learn from experience offers a more productive way of thinking about learning to teach. In particular, the narrative inquiry perspective (Clandinin & Connelley, 1995) and the reflection-in-action perspective (Munby & Russell, 1990) are explored with a view to challenging the epistemological assumptions advocated by purely propositional views of learning to teach. Finally, the chapter concludes with a discussion of the importance of attending closely to the development of teachers’ professional knowledge from teaching and learning experiences that occur during both coursework and practicum experiences.