Professionally Present--Highlighting the Temporal Aspect of Teachers' Professional Judgment

Autor/in	Frelin, Anneli
Titel	Professionally Present--Highlighting the Temporal Aspect of Teachers' Professional Judgment
Quelle	In: Teacher Development, 18 (2014) 2, S.264-273 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2014.900517
Schlagwörter	Beginning Teachers; Faculty Development; Decision Making; Teacher Education; Educational Policy; Educational Theories; Interviews; Teacher Attitudes; Perception; Nonverbal Communication; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Decision-making; Entscheidungsfindung; Lehrerausbildung; Lehrerbildung; Politics of education; Bildungspolitik; Educational theory; Theory of education; Bildungstheorie; Interviewing; Interviewtechnik; Lehrerverhalten; Wahrnehmung; Non-verbal communication; Nonverbale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Novice teachers need to develop their professional judgment. Teaching is performed in the face of imperfect, complex but above all continuously emergent situations. These matters have not received adequate attention in theories relating to professional judgment and professionality in teaching or in the contemporary discourse of education policy. The purpose of this conceptual article is therefore to contribute to the understanding of teachers' judgment. By discussing empirical examples that indicate how "sensing" and "knowing" guide judgment, concepts are introduced that are intended to further the understanding of teachers' professional judgment; something that will hopefully benefit teacher education as well as practicing teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10