Research on teacher knowledge has a long history, focusing variously on knowledge of subjects, pedagogy, learners and educational contexts. International researchers such as Clandinin, Shulman, Elbaz and Grossman have focused extensively on teacher knowledge and some have discussed and categorised it under various headings, and not always in a compatible way. Recent developments in the field include conceptualisations of teacher knowledge that link directly to teachers’ initial training and continuing professional development, both of which are central to work of the Faculty of Education, University of Cambridge.
While each publication and new conceptualisation of teacher knowledge can be read with appreciation and potentially developed theoretically and professionally, there remains a gap in understanding teacher knowledge at a deep level, including the connections between professional knowledge, learning, identity and practice. Of particular concern is that a coherent and comprehensive understanding of teacher knowledge should be effectively represented and respected in current debates about education, given the implications for curriculum development, pedagogy and assessment. Our original proposal was to review current literature in order to explore which models of teacher knowledge are frequently named in relation to different areas of professional practice and phases of education, and to find the evidence of the relevance and impact of teacher knowledge, and to evaluate the methods that are generally used to research teacher knowledge and access teacher voice, including new developments and innovations.
This site is based on a review of published research literature relating to ‘teacher knowledge’, initiated at the University of Cambridge Faculty of Education, supported by grants from the Newton Trust.