Accessing practical knowledge: how? why?

Black, Alison L. & Halliwell, Gail L. (2000) Accessing practical knowledge: how? why? Teaching and Teacher Education, 16(1), pp. 103-115.

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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.

Impact and interest:

58 citations in Scopus
37 citations in Web of Science®
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ID Code: 1345
Item Type: Journal Article
Refereed: Yes
Keywords: narrative, child care, early childhood, education, teachers, teachers' work, practical knowledge, representing data
DOI: 10.1016/S0742-051X(99)00045-1
ISSN: 0742-051X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2000 Elsevier
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 19 May 2005 00:00
Last Modified: 09 Jun 2010 12:25

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