How Do Teachers Reason about Their Practice? Representing the Epistemic Nature of Teachers' Practical Knowledge

Autor/inn/en	Gholami, Khalil; Husu, Jukka
Titel	How Do Teachers Reason about Their Practice? Representing the Epistemic Nature of Teachers' Practical Knowledge
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 8, S.1520-1529 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.06.001
Schlagwörter	Epistemology; Knowledge Base for Teaching; Teacher Attitudes; Teaching Methods; Moral Values + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Moral value; Ethischer Wert
Abstract	The present study focused on the epistemology of teachers' practical knowledge by addressing the following research question: how do teachers attempt to reason about their practices and their practical knowledge? The results indicated that teachers supported their practical knowledge claims using the "practical argument". Within this conceptual framework, they relied on contextual grounds that call for the fact that something should or should not be "done", rather than something is "true" or "false". Contextual grounds, then, were found to be backed up by two significant types of warrants: moral ethos, and "what works" notion. Depending on what kind warrants they used, teachers' practical knowledge was interpreted to be based on two different epistemic statuses: "practicable" knowledge and "praxial" knowledge. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10