Practitioner Knowledge: An Examination of the Artistry in Teaching
DOI :
https://doi.org/10.11575/jet.v20i3.44180Résumé
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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