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Article: Knowledge Quartet: a framework for analysing teachers’ knowledge in teaching

TitleKnowledge Quartet: a framework for analysing teachers’ knowledge in teaching
'知識四維度': 分析教師課堂教學知識的框架
Authors
KeywordsTeacher knowledge (教師知識)
Knowledge quartet ('知識四維度')
Classroom observation (課堂觀察)
Teacher professional development (教師專業發展)
Literature review (文獻綜述)
Issue Date2015
PublisherEast China Normal University (華東師范大學).
Citation
Global Education, 2015, v. 337 n. 8, p. 63-73 How to Cite?
全球教育展望, 2015, v. 337 n. 8, p. 63-73 How to Cite?
AbstractThis paper introduces Knowledge Quartet, a framework developed by a research team at Cambridge University for observing and analysing teachers’ knowledge in their mathematics classroom instruction. The theoretical underpinning of the framework, its content, the way it is developed, and its applications and significance will be discussed. The framework includes four dimensions of knowledge in trainees or novice teachers’ teaching: foundation, transformation, connection, and contingency. The framework has been applied to analyse and study primary and secondary mathematics lessons in different countries, aiming to promote the professional development of teachers and teacher educators. Knowledge Quartet contributes to the development of practice-based theory of knowledge in teaching and teachers’ learning under the socio-cultural theory. 本文綜述了'知識四維度'(一個觀察、分析數學課堂教學的框架)的理論依據、發生發展過程、主要內容及實踐和理論的重要性。研究團隊根據扎根理論,基于24節數學課堂教學研究的分析,歸納得到職前、職初數學教師在課堂教學中的知識的四個維度:基礎知識(foundation)、轉化技能(transformation)、銜接能力(connection)、應變能力(contingency);進一步將'知識四維度'應用于不同國家背景下的小學、中學數學課堂的分析和反思中,促進各國職前職初教師專業發展、教師教育者專業發展及校本研修。'知識四維度'理論的建立有利于基于實踐的教師知識理論和社會文化的教師學習理論的發展。
Persistent Identifierhttp://hdl.handle.net/10722/220223
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLU, X-
dc.contributor.authorLeung, FKS-
dc.date.accessioned2015-10-16T06:33:02Z-
dc.date.available2015-10-16T06:33:02Z-
dc.date.issued2015-
dc.identifier.citationGlobal Education, 2015, v. 337 n. 8, p. 63-73-
dc.identifier.citation全球教育展望, 2015, v. 337 n. 8, p. 63-73-
dc.identifier.issn1009-9670-
dc.identifier.urihttp://hdl.handle.net/10722/220223-
dc.description.abstractThis paper introduces Knowledge Quartet, a framework developed by a research team at Cambridge University for observing and analysing teachers’ knowledge in their mathematics classroom instruction. The theoretical underpinning of the framework, its content, the way it is developed, and its applications and significance will be discussed. The framework includes four dimensions of knowledge in trainees or novice teachers’ teaching: foundation, transformation, connection, and contingency. The framework has been applied to analyse and study primary and secondary mathematics lessons in different countries, aiming to promote the professional development of teachers and teacher educators. Knowledge Quartet contributes to the development of practice-based theory of knowledge in teaching and teachers’ learning under the socio-cultural theory. 本文綜述了'知識四維度'(一個觀察、分析數學課堂教學的框架)的理論依據、發生發展過程、主要內容及實踐和理論的重要性。研究團隊根據扎根理論,基于24節數學課堂教學研究的分析,歸納得到職前、職初數學教師在課堂教學中的知識的四個維度:基礎知識(foundation)、轉化技能(transformation)、銜接能力(connection)、應變能力(contingency);進一步將'知識四維度'應用于不同國家背景下的小學、中學數學課堂的分析和反思中,促進各國職前職初教師專業發展、教師教育者專業發展及校本研修。'知識四維度'理論的建立有利于基于實踐的教師知識理論和社會文化的教師學習理論的發展。-
dc.languagechi-
dc.publisherEast China Normal University (華東師范大學).-
dc.relation.ispartofGlobal Education-
dc.relation.ispartof全球教育展望-
dc.subjectTeacher knowledge (教師知識)-
dc.subjectKnowledge quartet ('知識四維度')-
dc.subjectClassroom observation (課堂觀察)-
dc.subjectTeacher professional development (教師專業發展)-
dc.subjectLiterature review (文獻綜述)-
dc.titleKnowledge Quartet: a framework for analysing teachers’ knowledge in teaching-
dc.title'知識四維度': 分析教師課堂教學知識的框架-
dc.typeArticle-
dc.identifier.emailLeung, FKS: frederickleung@hku.hk-
dc.identifier.authorityLeung, FKS=rp00924-
dc.identifier.hkuros255581-
dc.identifier.volume337-
dc.identifier.issue8-
dc.identifier.spage63-
dc.identifier.epage73-
dc.publisher.placeChina (中國)-

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