The application of pedagogic knowledge to teaching: a conceptual framework

Abstract

This article uses a conceptual approach to understand how qualified teachers in England with occupational experience use pedagogic and occupational knowledge and experiences in their teaching practices. The conceptual approach consists of two parts: (1.) ‘Putting Knowledge to Work' (PKtW), a generic concept which uses ‘recontextualisation' processes to investigate how learners apply knowledge in different settings, and (2.) a structure for applying PKtW to teachers. This article is based on the qualitative findings of a project which consisted of eight qualified teachers. In addition to the discussions, the complexities of applying the conceptual framework to teachers with occupational experience and a typology of knowledge sources and recontextualisation approaches are offered. The last section outlines the implications for teacher training, work settings, continuous professional development and for other teaching professionals in different pedagogic settings.

Acknowledgements

I am grateful to Professors Karen Evans and Norbert Pachler for funding the project. I would also like to thank the Editor for her initial support and efficiency in processing this article and to the two reviewers for their constructive comments.