Practitioner Knowledge: An Examination of the Artistry in Teaching

Authors

  • Deborah J. Trumbull Cornell University, Ithaca, New York

DOI:

https://doi.org/10.11575/jet.v20i3.44180

Abstract

This paper seeks to clarify the ways in which teachers think by integrating some aspects of artistry in teaching discussed by Rubin (1985) and some aspects of reflective practice identified by Schoen ( 1983). These aspects of artistic and reflective practice are amplified and elucidated by using Polanyi 's notion of tacit knowledge and Dreyfus and Dreyfus' description of expert practice. The paper illustrates the points made with quotations from experienced teachers and develops some implications for teacher education.

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Published

2018-05-16

Issue

Vol. 20 No. 3 (1986)

Section

Articles

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