Search results for: Gholami Khalil
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How Do Teachers Reason about their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge
This study focused on the epistemology of teachers’ practical knowledge. The results indicated that teachers supported their practical knowledge claims using the “practical argument”. Depending on what kind warrants they used, teachers’ practical knowledge was interpreted to be based on two different epistemic statuses: “practicable” knowledge and “praxial” knowledge.
Updated: Apr. 14, 2011