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A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?

A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One? To improve classroom teaching in a steady, lasting way, the teaching profession needs a knowledge base that grows and improves. In spite of the continuing efforts of researchers, archived research knowledge has had little effect on the improvement of practice in the average classroom. We explore the possibility of building a useful knowledge base for teaching by beginning with practitioners’ knowledge. We outline key features of this knowledge and identify the requirements for this knowledge to be transformed into a professional knowledge base for teaching. By reviewing educational history, we offer an incomplete explanation for why the United States has no countrywide system that meets these requirements. We conclude by wondering if U.S. researchers and teachers can make different choices in the future to enable a system for building and sustaining a professional knowledge base for teaching. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Researcher SAGE

A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?

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References (106)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0013-189X
eISSN
1935-102X
DOI
10.3102/0013189X031005003
Publisher site
See Article on Publisher Site

Abstract

To improve classroom teaching in a steady, lasting way, the teaching profession needs a knowledge base that grows and improves. In spite of the continuing efforts of researchers, archived research knowledge has had little effect on the improvement of practice in the average classroom. We explore the possibility of building a useful knowledge base for teaching by beginning with practitioners’ knowledge. We outline key features of this knowledge and identify the requirements for this knowledge to be transformed into a professional knowledge base for teaching. By reviewing educational history, we offer an incomplete explanation for why the United States has no countrywide system that meets these requirements. We conclude by wondering if U.S. researchers and teachers can make different choices in the future to enable a system for building and sustaining a professional knowledge base for teaching.

Journal

Educational ResearcherSAGE

Published: Jun 1, 2002

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