Journal article
Accessing practical knowledge: How? Why?
Teaching and Teacher Education, Vol.16(1), pp.103-115
2000
Abstract
Alternative forms of representation were employed to generate new insights into the knowledge teachers use to inform practice. Conversation, drawing, metaphor, and story writing encouraged a group of teachers to make multiple probes into their ways of knowing how to manage the complexities of many everyday teaching situations. 'Sandy's Story', and comments from other teachers, illustrate how these methods can enhance efforts to understand the ways that personal images enter into teaching decisions. Why teachers and researchers ought to inquire into this aspect of knowing how to teach is examined.
Details
- Title
- Accessing practical knowledge: How? Why?
- Authors
- Alison L Black (Author) - Queensland University of TechnologyG Halliwell (Author) - Queensland University of Technology
- Publication details
- Teaching and Teacher Education, Vol.16(1), pp.103-115
- Publisher
- Pergamon
- Date published
- 2000
- DOI
- 10.1016/S0742-051X(99)00045-1
- ISSN
- 0742-051X
- Copyright note
- Copyright © 2000. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
- Organisation Unit
- School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99448858802621
- Output Type
- Journal article
Metrics
54 File views/ downloads
1217 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- Web Of Science research areas
- Education & Educational Research
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites