Abstract
Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess.
- Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions
- Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
- Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
- Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts
- Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions
- Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
- Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
- Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts
| Original language | English |
|---|---|
| Place of Publication | Hoboken |
| Publisher | WILEY-BLACKWELL |
| Number of pages | 248 |
| Edition | 1 |
| ISBN (Electronic) | 9781119355700, 9781119355724, 9781119355694 |
| ISBN (Print) | 9781119355687 |
| DOIs | |
| Publication status | Published - 26 Apr 2017 |
Publication series
| Name | Journal of Philosophy of Education Book Series |
|---|---|
| Publisher | Wiley-Blackwell |