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A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of Individual Aspects and Their Interactions

A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of Individual Aspects and Their Interactions
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Author(s): Robert N. Ronau (University of Louisville, USA)and Christopher R. Rakes (Institute of Education Sciences, USA)
Copyright: 2012
Pages: 44
Source title: Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches
Source Author(s)/Editor(s): Robert N. Ronau (University of Louisville, USA), Christopher R. Rakes (University of Louisville, USA)and Margaret L. Niess (Oregon State University, USA)
DOI: 10.4018/978-1-60960-750-0.ch004

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Abstract

In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis. This model, developed through a series of exploratory studies, transforms current understanding of teacher knowledge from a linear structure to a three dimensional model by pairing 6 inter-related aspects into three orthogonal axes: 1) Field comprised of subject matter and pedagogy; 2) Mode comprised of orientation and discernment; and 3) Context comprised of individual and environment. The current study analyzes the way interactions of these aspects appear in literature across a wide domain of subject matters. These interactions have direct implications for future research on teacher knowledge as well as policies for guiding professional development and pre-service teacher training.

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