Implications of Teachers’ Personal Practical Knowledge for Teacher Training Programs: A Case Study of Primary Teachers

Ebrahim Talaee, Hamideh Bozorg, Ilse Schrittesser
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This study aims to understand teachers’ Personal Practical Knowledge to provide future teacher educators with essential points for improving teacher training programs. The study was conducted with six teachers in the primary education context, using narrative inquiry as a qualitative approach. The semi-structured interview with teachers indicated that they had a rich knowledge of factors affecting the success of the teaching profession. As such, data analysis of teachers’ transcripts using open, axial, and selective coding resulted in five main themes crucial for future teacher educators to consider for developing effective teacher training programs: (1) Entwined and complicated aspects of teaching, (2) Effective communication is key, (3) Ineffectiveness of theoretical versus practical courses, (4) Being ignored by society, and (5) Losing the dream of being perfect. The paper concludes with implications for the theory and practice in the teacher education field.


Personal practical knowledge, Teacher knowledge, Teacher training program

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Talaee, E., Bozorg, H., & Schrittesser, I. (2023). Implications of teachers’ personal practical knowledge for teacher training programs: A case study of primary teachers. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 11(2), 407-423.



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International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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Editors: Mack Shelley & Ismail Sahin

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)