Finding out more about teacher candidates’ prior knowledge: Implications for teacher educators
Abstract
While it is recognised that prior knowledge is a key factor in determining future learning, its influence on learning to teach is less well known. This study investigates two cohorts of teacher candidates studying for a one-year, graduate qualification for primary teaching, who completed two tasks at entry to their initial teacher education programme: a task in writing and a task in mathematics. The tasks focused on teacher candidates' ability to recognise the key features of a piece of student work. The teacher candidates' responses to the tasks highlighted the diverse nature of the prior knowledge that underpinned their responses. The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.
Reference
Ell, F., Hill, M., & Grudnoff, L. (2012). Finding out more about teacher candidates' prior knowledge: Implications for teacher educators. Asia-Pacific Journal Of Teacher Education, 40(1), 55-65. http://dx.doi.org/10.1080/1359866X.2011.643760
Journal
Asia-Pacific Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
103
Duration of Data Collection
Data Sources
- Bell and Cowie (2002) model
- retrospective notes
- student work
Data Analysis Tools
- coding to a prior categories
- verification of quality ratings
Researcher Positionality
- Inside (studying their own programs)
Research Questions
"Do teacher candidates have prior knowledge of subjects, students and learning that allows them to recognise the key features of the student work before they begin initial teacher education? " (p. 59)
Is this research question explicit from the manuscript? Yes