Representing the epistemic nature of teachers' practical knowledge

This book draws on findings from an empirical study
on the epistemic nature of the teachers practical
knowledge. Teachers practical knowledge is defined
as all teachers cognition (e.g., beliefs, values,
motives, procedural knowing, and declarative
knowledge) that guide their practice of teaching.
Teachers, are believed, to develop their practical
knowledge through professional experience and
refection on it. Drawing on qualitative data gathered
from 6 class teachers in Helsinki, the research
identified that the teachers practical knowledge
sustains two epistemic statuses: praxial and
practicable knowledge. This book discusses the
epistemic weights associated with the teachers
praxial and practicable knowledge. It particularly
addresses how teachers praxial and practicable
knowledge and their corresponding epistemic values as
a philosophical base serve to clarify the normative
and descriptive dimensions of teaching.In a more
general view, this book discusses the philosophy of
teaching from an epistemological perspective.

Autorentext

Khalil Gholami has a Ph.D. in education with specialization ofteaching from University of Helsinki. He has taught in highschool and teacher training college for almost 8 years. He hasalso been an experienced educational researcher conductingseveral important research projects.

Klappentext

This book draws on findings from an empirical studyon the epistemic nature of the teachers' practicalknowledge. Teachers' practical knowledge is definedas all teachers' cognition (e.g., beliefs, values,motives, procedural knowing, and declarativeknowledge) that guide their practice of teaching.Teachers, are believed, to develop their practicalknowledge through professional experience andrefection on it. Drawing on qualitative data gatheredfrom 6 class teachers in Helsinki, the researchidentified that the teachers' practical knowledgesustains two epistemic statuses: praxial andpracticable knowledge. This book discusses theepistemic weights associated with the teachers'praxial and practicable knowledge. It particularlyaddresses how teachers' praxial and practicableknowledge and their corresponding epistemic values asa philosophical base serve to clarify the normativeand descriptive dimensions of teaching.In a moregeneral view, this book discusses the philosophy ofteaching from an epistemological perspective.