On teachers' knowledge, skills and wisdom – and the inevitability of language

Abstract

This article focuses on the concept of knowledge with a view on L1 teachers. Based on Aristotle's epistemology, it explores how teacher knowledge could be described and understood.

The empirical foundation of the article is a case study of seven Icelandic L1 teachers. The article analyzes the concept of teachers' professional knowledge and discusses questions such as: What kind of knowledge do the teachers actually possess and value? How do L1 teachers deal with the complexity of their work? Does their knowledge cover the needs of their profession? The analysis indicates that the L1 subject in some respects is in a special position: It addition to being a school subject, it relates to cultural traditions and values. Moreover, the subject relates to pupils' development both as individuals and citizens, and so even deals with citizenship in a fundamental way. Furthermore, L1 is a tool for any subject: pupils need to read and to express themselves literary and orally in all classes. Besides, the subject often treats themes which affect pupils' personally, e.g. due to the close connection between language and identity. Therefore teachers' knowledge should include morality, in addition to academic and didactic skills.