Andere Kunden interessierten sich auch für
![TEACHERS' KNOWLEDGE AND BELIEFS ABOUT INQUIRY AND CLASSROOM PRACTICES]( "TEACHERS' KNOWLEDGE AND BELIEFS ABOUT INQUIRY AND CLASSROOM PRACTICES")
TEACHERS' KNOWLEDGE AND BELIEFS ABOUT INQUIRY AND CLASSROOM PRACTICES32,99 €![Teachers' Perception and Practice of Continuous Assessment]( "Teachers' Perception and Practice of Continuous Assessment")
Teachers' Perception and Practice of Continuous Assessment32,99 €![TEACHERS' PROBLEM SOLVING CONCEPTIONS AND THEIR CLASSROOM PRACTICES]( "TEACHERS' PROBLEM SOLVING CONCEPTIONS AND THEIR CLASSROOM PRACTICES")
TEACHERS' PROBLEM SOLVING CONCEPTIONS AND THEIR CLASSROOM PRACTICES38,99 €![Teachers' implementation and orchestration of Cabri]( "Teachers' implementation and orchestration of Cabri")
Teachers' implementation and orchestration of Cabri51,99 €![Amharic Second Language Teachers' Pedagogical Grammar Approach:]( "Amharic Second Language Teachers' Pedagogical Grammar Approach:")
Amharic Second Language Teachers' Pedagogical Grammar Approach:32,99 €![Understanding Teachers' Beliefs About Bilingual Education in Africa]( "Understanding Teachers' Beliefs About Bilingual Education in Africa")
Understanding Teachers' Beliefs About Bilingual Education in Africa32,99 €![A Study of Beginning Teachers' Use of Communication Technology]( "A Study of Beginning Teachers' Use of Communication Technology")
A Study of Beginning Teachers' Use of Communication Technology38,99 €
This book draws on findings from an empirical study
on the epistemic nature of the teachers practical
knowledge. Teachers practical knowledge is defined
as all teachers cognition (e.g., beliefs, values,
motives, procedural knowing, and declarative
knowledge) that guide their practice of teaching.
Teachers, are believed, to develop their practical
knowledge through professional experience and
refection on it. Drawing on qualitative data gathered
from 6 class teachers in Helsinki, the research
identified that the teachers practical knowledge
sustains two epistemic statuses: praxial and
practicable knowledge. This book discusses the
epistemic weights associated with the teachers
praxial and practicable knowledge. It particularly
addresses how teachers praxial and practicable
knowledge and their corresponding epistemic values as
a philosophical base serve to clarify the normative
and descriptive dimensions of teaching.In a more
general view, this book discusses the philosophy of
teaching from an epistemological perspective.
on the epistemic nature of the teachers practical
knowledge. Teachers practical knowledge is defined
as all teachers cognition (e.g., beliefs, values,
motives, procedural knowing, and declarative
knowledge) that guide their practice of teaching.
Teachers, are believed, to develop their practical
knowledge through professional experience and
refection on it. Drawing on qualitative data gathered
from 6 class teachers in Helsinki, the research
identified that the teachers practical knowledge
sustains two epistemic statuses: praxial and
practicable knowledge. This book discusses the
epistemic weights associated with the teachers
praxial and practicable knowledge. It particularly
addresses how teachers praxial and practicable
knowledge and their corresponding epistemic values as
a philosophical base serve to clarify the normative
and descriptive dimensions of teaching.In a more
general view, this book discusses the philosophy of
teaching from an epistemological perspective.