On the Nature of Expert Teacher Knowledge
| Authors | |
|---|---|
| Year of publication | 2011 |
| Type | Article in Periodical |
| Magazine / Source | Orbis scholae |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.orbisscholae.cz/index.php?option=com_content&view=article&id=106&Itemid=99 |
| Field | Pedagogy and education |
| Keywords | teacher professionalisation; expertise in teaching; nature of expert teacher knowledge; tensions between theoretical and practical knowledge: epistémé and phronésis; knowledge integration and flexibility |
| Description | The paper addresses the role of knowledge as one of the sources of teaching expertise. More specifically, it focuses on the phenomenon of theory-practice gap, on the role of theoretical or academic research-based knowledge and teacher-based practical experiential knowledge. Tensions between theoretical and practical knowledge (epistémé and phronésis), the need for linking both and implications for teacher journeys towards expertise are highlighted. |
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