Epistemology as the Locus of Teacher Competence

Auteurs-es

  • Nathan Kroman Wichita State University

DOI :

https://doi.org/10.11575/jet.v11i2.43742

Résumé

The school is viewed as an element in a larger system of circular reasoning and circular causality which mitigates against genuine growth. Teacher education institutions have the potential to adaptively break into these circles by stressing those skills and attitudes from which innovation and growth have always sprung. Teacher competence should be defined as the extent to which a teacher can intellectually defend his practices and beliefs rather than as his conformity to current practices.

Biographie de l'auteur-e

Nathan Kroman, Wichita State University

Associate Professor, College of Education, Wichita State University, Wichita, Kansas.

Téléchargements

Publié-e

2018-05-11

Numéro

Vol. 11 No. 2 (1977)

Rubrique

Articles

Licence

The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.

Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.