Enhancing Professional Knowledge: A Case Study of an Elementary Teacher

Abstract

In this case study, I report on the teacher development that resulted when an elementary teacher explored multiple intelligences theory (MI theory) and used it as a guide to make decisions about her curriculum planning and classroom practice. Several data collection methods and sources were used — semi-structured interviews, participant observation, group action-research meetings, and journal writing. Through critical self-reflection, she became more adept at integrating many aspects of her professional knowledge — subject-matter knowledge, pedagogical-content knowledge, knowledge of her own strengths and weaknesses as a teacher, and knowledge of how students learn — thus enhancing her ability to teach science.

L’auteure rapporte une étude de cas portant sur le perfectionnement professionnel. Une enseignante du primaire a étudié la théorie des intelligences multiples et s’en est servie pour planifier ses cours et choisir ses méthodes pédagogiques. L’enseignante a réussi à mieux intégrer ses compétences professionnelles – connaissance de la matière, du contenu pédagogique, de ses forces et de ses faiblesses comme enseignante et du mode d’apprentissage des élèves –, ce qui lui a permis d’améliorer son aptitude à enseigner les sciences.