Educational Theory 55 (4):421-442 (2005)

In this essay, we consider four approaches to research on teacher knowledge: the scholarship of teaching, action research and teacher research, narrative inquiry, and critical‐cultural teacher research. Similarities and differences among these four approaches are highlighted. The most salient difference lies in the way each approach identifies different discourses as sources of distortion in teacher knowledge research. Although some divergence within a field of study can be a valuable source of debate and dialogue, we believe the differences identified here risk dividing the field of teacher knowledge research in unproductive ways. What is needed, we propose, is a semiotic theory that acknowledges the way teacher knowledge is irreducibly mediated by multiple discourses while preserving a commitment to the idea that individual teachers’ experiences can be a source of novel and useful knowledge. We examine two semiotic theories — French poststructuralism and Charles Sanders Peirce's pragmatic semiotics — and critically assess how they might facilitate more constructive dialogue among differing conceptions of teachers’ knowledge research
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1111/edth.2005.55.issue-4
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

Our Archive

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 50,287
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Improving Teacher Preparation.Marilyn May - 2005 - Journal of Social Studies Research 29 (2):4-8.
Exploring the Meaning of Being a Cooperating Teacher.Annabelle Dryden Slocum - 1989 - Dissertation, University of Illinois at Urbana-Champaign
The Teacher Intellectual.Virginia Snowden Lee - 1995 - Dissertation, The University of North Carolina at Chapel Hill


Added to PP index

Total views
1 ( #1,412,547 of 2,325,529 )

Recent downloads (6 months)
1 ( #664,323 of 2,325,529 )

How can I increase my downloads?


Sorry, there are not enough data points to plot this chart.

My notes