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The Teachers' Practical Knowledge: Report of a Case Study

by F Elbaz
Curriculum Inquiry ()
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Abstract

Conception of practical knowledge in 3 dimensions: - content - orientations - structure Five orientations: situational, theoretical, personal, social and experiential The term cognitive style is used as an organizing metaphor for the view on a particular teacher as a whole. Also interesting section on structure and generalizability of practical knowledge. To this end: three terms are used: rule of practice, practical principle, and image. Study of practical knowledge opens up new possibilities in looking at teachers; although the study is 'product-oriented', practical knowledge is conceived of as dynamic, grounded in experience and open to change. Purposes of case study: - brings close the lived reality; helps us reoriented our own perspective - provides starting point for critical analysis of the way that schools help create and legitimize forms of consciousness - theoretical framework provides framework that can be used in teacher training. - cognitive style is perhaps a first step to identifying different kinds of effective teaching - analytic terms are useful to teachers themselves, to reflect on their own practical knowledge Researcher admits flaws and incompleteness of study.

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