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A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?

School of Education, University of Delaware, Newark, DE 19716; hiebert{at}udel.eduHis research interests include mathematics learning, teaching, and teacher education.

Ronald Gallimore, Professor of Psychological Studies in Education

UCLA Departments of Psychiatry & Biobehavioral Sciences and Education, 760 Westwood Plaza, University of California, Los Angeles, Westwood, CA 90095; ronaldg{at}ucla.eduHis research interests include behavior and cultural change theory and research and teaching research and improvement

James W. Stigler, Professor of Psychology

UCLA and Director of LESSONLAB, 3330 Ocean Park Blvd, Santa Monica, CA 90405; jims{at}lessonlab.comHis research interests focus on cultural influences on teaching and teacher learning, and on how teachers can learn from classroom video

To improve classroom teaching in a steady, lasting way, the teaching profession needs a knowledge base that grows and improves. In spite of the continuing efforts of researchers, archived research knowledge has had little effect on the improvement of practice in the average classroom. We explore the possibility of building a useful knowledge base for teaching by beginning with practitioners’ knowledge. We outline key features of this knowledge and identify the requirements for this knowledge to be transformed into a professional knowledge base for teaching. By reviewing educational history, we offer an incomplete explanation for why the United States has no countrywide system that meets these requirements. We conclude by wondering if U.S. researchers and teachers can make different choices in the future to enable a system for building and sustaining a professional knowledge base for teaching.

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