Epistemology as the Locus of Teacher Competence
DOI:
https://doi.org/10.11575/jet.v11i2.43742Abstract
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.
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