Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others

  • Fairbanks C
  • Duffy G
  • Faircloth B
 et al. 
  • 165


    Mendeley users who have this article in their library.
  • 95


    Citations of this article.


As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. We provide four perspectives, each drawn from areas in which we conduct our research, and suggest a need to move beyond knowledge in teacher education. Our aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same. We postulate that self-knowledge and a sense of agency with the intent of purposefully negotiating personal and professional contexts may be as important, if not more important, than the more traditional conceptions of professional knowledge.

Author-supplied keywords

  • Beliefs
  • Belonging
  • Identity
  • Knowledge
  • Thoughtfully adaptive teaching
  • Vision

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document


  • Colleen M. Fairbanks

  • Gerald G. Duffy

  • Beverly S. Faircloth

  • Barbara Levin

  • Jean Rohr

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free