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 77
- Downloads 0
School Bullying: The Intolerable Evil in Children’s Growth
As a result of the fundamental economic, cultural, and social transformations of the past several years, the structure and order of society face the challenge of a perpetually growing anomie. In education, the growing oc...
The Impact of School Resource Investment on Student Performance: A Meta-analysis Based on Chinese Literature
Using meta-analysis, this study analyzes a total of 20 effects on 11 articles on the impact of Chinese school resource investment on student performance. We found that: 1) the overall impact of school resources on studen...
Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China
Transfer payment is of great significance for poverty alleviation and balanced regional development. Based on the first-hand survey data from 18 key counties of 6 provinces in China’s national poverty alleviation and dev...
Research on the Integration of STEM Education into the Rural Elementary School Science Curriculum: An Example from Rural Elementary Schools in Western China
Due to the limitation of social economic conditions, the teaching effect of science in rural elementary schools remains unsatisfactory and poorly studied. This research integrates STEM education into rural elementary sch...
Evaluation of the Development Level of Information and Communications Technology in Education Based on the Entire-Array-Polygon Indicator Method: Taking the Questionnaire Survey Data of 13 Cities in Province W as an Example
The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Ent...