NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1027112
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1366-4530
Professionally Present--Highlighting the Temporal Aspect of Teachers' Professional Judgment
Frelin, Anneli
Teacher Development, v18 n2 p264-273 2014
Novice teachers need to develop their professional judgment. Teaching is performed in the face of imperfect, complex but above all continuously emergent situations. These matters have not received adequate attention in theories relating to professional judgment and professionality in teaching or in the contemporary discourse of education policy. The purpose of this conceptual article is therefore to contribute to the understanding of teachers' judgment. By discussing empirical examples that indicate how "sensing" and "knowing" guide judgment, concepts are introduced that are intended to further the understanding of teachers' professional judgment; something that will hopefully benefit teacher education as well as practicing teachers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A