Beyond Understanding: An Exploration of Teacher Knowledge through a Wholistic Lens

Abstract

Teacher knowledge goes beyond understanding children’s cognitive and social development, comprehending pedagogy and teaching the curriculum. It involves many facets and layers of a teacher’s personal identity, epistemological interests, experiences, perceptions and beliefs regarding the purpose and meaning of teaching and learning. The four categories of Shulman and Shulman’s (2004) model of teacher individual knowledge are used as a conceptual framework. Through a wholistic approach, the inseparability and interconnections of the underlying constructs and understanding, is highlighted. Teacher knowledge is viewed as both the conscious and unconscious aspects that impact or influence teaching. Through this lens, the person is equally as important as their competencies. Drawing on the work of Dr. Ellen Langer and Buddhist Thich Nhat Hanh, mindfulness is explored as a significant component necessary in intrinsic teacher development. This missing component may aid teachers in becoming stronger educational thinkers, questioners, and ultimately, knowers.