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Implications address professional development, limits of top-down implementation, and how students and researchers share the model via enacted and collaborative 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Folk Models and Change in a Teacher's PracticalKnowledge.\n\nSocial Sciences and Humanities Research Council ofCanada,Ottawa(Ontario).  \n90  \n30p.;Paper presented at the Annual Meeting of theAmerican Educational Research Association(Boston,MA,April 17-20,1990).  \nSpeeches/Conference Papers(150)  \nMF01/PC02 Plus Postage.  \n*Classroom Envirsnment;Collegiality;DiscourseAnalysis;Folk Culture;Foreign Countries;Grade 8;Junior High Schools;*Models;ParticipantObservation;*Personal Narratives;Story Grammar;*Teacher Student Relationship;*Teaching Styles*Knowledge 3ase for Teaching  \nFolk models have been called unspecified programsthat are pe ssed on and learned experientially.Through a narrativereconstruction of a participant observer's fieldnotes on an  \neighth-grade teacher's professiolal activity,the researcher sensedtwo folk models at work:(1)knowledge as corpus,hierarchicallyorganized;and(2)knowledge in relation to people that is  \ncommunicatively structured.By looking at the second model throughnarrative,the researcher attempts to demonstrate that professionalknowledge,like cultural knowledge,is shared and passed on throughenactments,particularly through the experience of narrative detail:feelings,moods,imaginative acts,physical arrangements,personalaims and fears,in sum,bits of enacted story.The narrative is seenas a folk model in action whose plot centers on building  \nrelationships.According to the narrative,he teacher made specificmoves to bring about a sense of community a:ong her students andbetween the students and herself.The narrative also points up aspecific goal--t.o create a democratic community,describes thesetting and emotional atmosphere,and has a moral.Top-downimplementation of such a cultural model is impossible,but tellingand retelling the story will shape teachers'continued living of itand will call for reconstructions.(Excerpts from the narrative underdiscussion constitute six pages of text in this document.Thirty-fourreferences are listed.(JD)  \n★*★*★*★★*★*★★*★★**★*★★★****★★★*★**★**★*★★★★少★★★★★★★★★★★★★★★★*★★*★★★★★★少×    Reproductions supplied by EDRS are the best that can be made     ★  \n★                                        from tho oricnal doc  mntfrom tne ori9inal document.  \n★*★★★★*寸*★★**★★★*★★★★*★★**★★*★★★★★★★★*★★★★★★*★★★**★*****★★★*★★★★*★★★★★*  \nCD325458  \n# Folk Models and Change in a Teacher'sPractical Knowledge\n\nby  \nCarola Conle  \nPaper prepared for a meeti=g of the American EducationalResearch Association,April 1990.  \nThis work was funded by SSHRC grant\\#411-83-0001-X2  \nU 3.DEPARTMENY OF EDUCATIONOsnol EducatonRescarch andtmprovemenEDUCALnONAL AESOURCES INFORMATIONCENTER ERIC)  \nC This document has been reproduced asrecerved from the person or Organ2ationOrICinalng it  \nC Minor Changes have been made to improvereproduction Quaity            \n·Ponts olvien oropnions statedin this document do not necessardy reDresent offcialOERI posion or polcy  \nCopyrighto 1990  \n\"PERMISSION TO REPRODUCE THISMATERIAL HAS BEE!GRANTED BY  \n(2Le  \nTO THE EDUCATIOiAL RESOIJRCESINFORMATION CENTER(ERIC)\"  \n## ABSTRACT\n\nThe purpose of the inquiry is to explore the personal-social interface of professionalknowledge.The notions of knowledge as hierarchical body 1d knowledge as relating topeople are common assumptions underlying academic writing,certain everydayexpressions,as well as curriculum guidelines.These notions are described here as twoculturai or folk models which shape the professional practice of a grade eight teacher.Itake the non-propositional nature of folk nodelc as my point of departure and describe thenarrative quality of the second model as enacted by the teacher and recorded by aparticipant observer.Theme,plot,setting,mood and moral directives in the narrative,alldemonstrate the potential for change through individual variations of the enactment,w","cbCaiqu7FkRVlR1N","https://ap.wps.com/l/cbCaiqu7FkRVlR1N","pdf",7329106,283,"English","# ABSTRACT\n## Personal-social interface of professional knowledge\n## Two folk models shaping teacher practice\n## Narrative elements and enacted change\n## Implications for professional development","[{\"question\":\"What personal-social interface does the inquiry focus on?\",\"answer\":\"The inquiry explores how professional knowledge connects personal and social dimensions in practice, especially through cultural folk models.\"},{\"question\":\"What are the two folk models described in the study?\",\"answer\":\"One model treats knowledge as a hierarchical corpus, and the other treats knowledge as communicatively structured in relation to people.\"},{\"question\":\"How does the study argue change happens within professional practice?\",\"answer\":\"Change emerges through individual variations in how the narrative is enacted, even as participants maintain a professional prototype.\"}]","Folk Models and Change in a Teacher's Practical Knowledge | PDF",99]