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. © 2010 Elsevier Ltd.
CITATION STYLE
Gholami, K., & Husu, J. (2010). How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge. Teaching and Teacher Education, 26(8), 1520–1529. https://doi.org/10.1016/j.tate.2010.06.001
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