What is the Most Important Source for Teachers’ Knowledge Development? A Meta-Analysis of 27 Empirical Studies on the Sources of Teachers’ Knowledge
Journal Title: Best Evidence in Chinese Education - Year 2022, Vol 10, Issue 2
Abstract
Studying the sources of teachers' knowledge and the importance of different sources is of great significance to promote the development of teachers' knowledge. This paper systematically analyzes 27 empirical studies on the sources of teachers’ knowledge in China and abroad in the past two decades or so in terms of methods and findings. The results show that the in-service experience of teachers contains more important sources than the preservice education and primary and secondary education. Teacher's experience and reflection, and exchanges with colleagues are the most important sources of teachers’ knowledge development. Educational internships and practicums are the most important sources of teachers’ knowledge during their preservice education, while other sources have no significant effect. The usefulness of teachers’ knowledge sources is affected by variables such as knowledge category, subject, education stage and shows a certain degree of individual differences. The above results confirm the importance of teachers’ practice, reflection, collaboration and exchange and indicate the necessity of improving preservice education. In terms of methods, it merits recommendation for future researchers in this area to use single-category-focused and topic-focused knowledge frameworks, more specific knowledge source frameworks, multiple ways of data collection, random selection of research subjects, and inferential statistical analysis. In addition, further studies should also look into the psychological and social-cultural mechanisms of teachers’ knowledge development as well as the sources of teachers’ knowledge.
Authors and Affiliations
Dongchen Zhao, Lianghuo Fan
Keywords
Related Articles
- EP ID EP712575
- DOI https://doi.org/10.15354/bece.22.ar036
- Views 86
- Downloads 0
Emotional Regulation: Report on the Study of Social and Emotional Skills of Chinese Adolescents (II)
Recently, an article published in the Journal of East China Normal University (Education Sciences) was based on the data of 10-year-old and 15-year-old students in Suzhou City, China participating in the OECD social and...
Factors Influencing the Turnover Intention of Rural Preschool Teachers in the Context of Rural Revitalization: An Analysis Based on a Moderated Mediation Model
The retention of teachers is critical to the development of rural preschool education in China. We conducted a sample survey of 3790 rural kindergarten teachers from 22 counties (or cities) of 10 provinces and examined t...
“School Never Stops”: Measures and Experience in Italian Schools during the COVID-19 Lockdown
With the COVID-19 outbreak and the resulting lockdown, Italian schools have continued to provide education using distance learn-ing systems. In this emergency, the primary aim of the Ministry of Education was to guarante...
Task Performance: Report on the Study of Social and Emotional Skills of Chinese Adolescents (I)
Task Performance is greatly significant in the field of education. The OECD defines Task Performance as the ability to function based on conscientiousness in the “Big Five” personality domains. People with high Task Perf...
The Effect of Education Groups on the Quality of Urban and Rural Compulsory Education: An Empirical Analysis Based on CEPS Data
We retrieved data from China Education Panel Survey (CEPS) and adopted the hierarchical linear model as well as the quantile regression method to examine the effect of education groups on the quality of urban and rural c...