Articles liés à Teachers' Know-How: A Philosophical Investigation
Synopsis
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
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À propos de l?auteur
CHRISTOPHER WINCH is Professor of Educational Philosophy and Policy, School of Education, Communication and Society, King's College London. He is the author of numerous books and articles in the philosophy of education and on professional and vocational education.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Teachers' Know-How: A Philosophical Investigation (Journal of Philosophy of Education)
Edité par
John Wiley and Sons Ltd, United Kingdom, Hoboken, 2017
ISBN 10 : 1119355680
ISBN 13 : 9781119355687
Ancien ou d'occasion
Paperback
Vendeur : WorldofBooks, Goring-By-Sea, WS, Royaume-Uni
Évaluation du vendeur 5 sur 5 étoiles
Paperback. Etat : Very Good. 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 authors own long professional experience of a teacher in a wide range of different contexts. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. N° de réf. du vendeur GOR011219668
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