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Accessing practical knowledge: how? why?
ARTICLE

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TATE Volume 16, Number 1 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Alternative forms of representation were employed to generate new insights into the knowledge teachers use to inform practice. Conversation, drawing, metaphor, and story writing encouraged a group of teachers to make multiple probes into their ways of knowing how to manage the complexities of many everyday teaching situations. `Sandy's Story', and comments from other teachers, illustrate how these methods can enhance efforts to understand the ways that personal images enter into teaching decisions. Why teachers and researchers ought to inquire into this aspect of knowing how to teach is examined.

Citation

Black, A.L. & Halliwell, G. Accessing practical knowledge: how? why?. Teaching and Teacher Education: An International Journal of Research and Studies, 16(1), 103-115. Elsevier Ltd. Retrieved August 24, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(99)00045-1

Keywords