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Teachers' Know-How : a Philosophical Investigation /
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 profess...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Somerset :
John Wiley & Sons, Incorporated,
2017.
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| Colección: | Journal of Philosophy of Education Ser.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Winch, Christopher. | |
| 245 | 1 | 0 | |a Teachers' Know-How : |b a Philosophical Investigation / |c Christopher Winch. |
| 260 | |a Somerset : |b John Wiley & Sons, Incorporated, |c 2017. | ||
| 300 | |a 1 online resource (214 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Journal of Philosophy of Education Ser. | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Series; Title Page; Copyright; Preface; 1: Introduction: Education and Teaching; Why This Book?; Education; A Categorial Concept of Teaching; An Outline of the Rest of the Book; Notes; 2: Schooling and the Occupation of Teaching; Introduction; Occupations; The Relationship between Concepts of Education and Teaching; Schooling: The Institutional Setting for Teaching in Modern Societies; A Distinctive Ethical Mission?; For Whom is Teaching Done?; Teaching and Agency; Notes; 3: Dimensions of Expertise and Their Relevance to Teaching; Introduction; The 'Know How'-'Know That' Distinction. | |
| 505 | 8 | |a Evaluation and Varieties of Occupational Know-HowHigher Order Know-How: Project Management and Occupational Capacity; Theory and Practice; Theory-Reflection-Practice; Notes; 4: Towards a Typology of Occupations; Introduction: Towards a Typology of Occupations -- Why do This?; The Craftworker; The Executive Technician; The Technician; The Technologist; The Researcher; Relationships between The Elements in This Typology of Occupations and Their Relevance to Teaching; Notes; 5: The Elements of Teacher Knowledge and Know-How; Subject Expertise; Applied Subject Knowledge. | |
| 505 | 8 | |a Pedagogic Content KnowledgeKnowledge of Learning and Teaching; 'A Theory of Oneself' as a Teacher; Conclusion; Notes; 6: Teaching as a Craft Occupation; What Would Teaching Look Like as a Craft?; Theory in Craft Including Epistemic Ascent; Practical Knowledge in Teaching; Phronesis and Ethical Considerations in Teaching: A Theory of Oneself; How Subject Knowledge Might Inform Craft Expertise; Conclusion: What a Craft-Based Teaching Force Might Look Like; Notes; 7: The Teacher as Executive Technician, or the Temptations of 'Teacher Proof' Teaching. | |
| 505 | 8 | |a Introduction: Distinction Between Technician and Executive Technician ClarifiedThe Allure of the Executive Technician: 'Teacher Proofing' Defective Craft Practices; How the Theory-Practice and Theory-Reflection-Practice Models Apply to Teaching; Teaching and the Fragmentation of the Labour Process -- Higher Order Abilities are Exercised Outside Rather Than Inside the Classroom; The Relationship Between Craft and Executive Technician Conceptions of Teaching -- To What Extent are They Compatible?; What an Executive Technician Teaching Force Would Look Like. | |
| 505 | 8 | |a A Final Thought About the ET Model of TeachingNotes; 8: The Teacher as a Professional Technician; Resumé of Problems with Craft and ET Conceptions; The General Idea of the Professional Technician; How the Theory-Reflection-Practice Model Might Apply to Teaching; Why We are 'Doomed' To Take Account of Educational Research: Teacher as Technician, Teacher as Technologist; How Teachers should Engage with Research: Different Levels of Engagement and the One Appropriate for the Qualified Teacher; Possible Progression in Research Expertise. | |
| 505 | 8 | |a The Scope and Limits of Teacher Expertise -- A Discussion of the Teacher's Role in Developing AIMS, Curriculum, Pedagogy and Assessment. | |
| 520 | |a 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. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Teaching |x Philosophy. | |
| 650 | 7 | |a Teaching |x Philosophy |2 fast | |
| 758 | |i has work: |a Teachers' know-how (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFXwf7V93McxrpBbr387pd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Winch, Christopher. |t Teachers' Know-How : A Philosophical Investigation. |d Somerset : John Wiley & Sons, Incorporated, ©2017 |z 9781119355687 |
| 830 | 0 | |a Journal of Philosophy of Education Ser. | |
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