Communal Knowledge in Teacher Education
Learning to teach is complex and requires novice teachers to negotiate multiple forms and sources of knowledge. Traditionally, teacher education has focused on two types of knowledge situated in two specific places – academic knowledge held by university faculty and researchers and practical knowledge held by teachers and other professionals within schools. While both academic and practitioner knowledge are essential to learning to teach, they are not enough. Community knowledge situated in the very communities for which teacher education seeks to prepare teachers has often been left out of the teacher learning equation. This entry will address the concept of “communal knowledge” in teacher education; communal here refers to the collective of academic, practitioner, and community knowledge that must inform teacher education. Rather than seeing these as separate spheres of expertise, communal knowledge urges the field to see how teacher education can weave together...
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