ERIC Number: EJ1087848
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 29
Beyond Reflection: Perception, Virtue, and Teacher Knowledge
Hostetler, Karl D.
Educational Philosophy and Theory, v48 n2 p179-190 2016
In this article, I aim to vindicate the belief that many teachers have that their intuitions, insights, or perceptions are legitimate--and indispensable--guides for their teaching. Perceptions can constitute knowledge. This runs counter to some number of views that emphasize "reflective practice" and teachers as "reflective practitioners." I do not deny that reflection can be important, but it is a derivative task, dependent on teachers being the "right sort of subject," having the "right orientation" to their work, at the service of achieving that orientation. That orientation is a matter of virtue, where virtue is manifested in the capacity to read situations correctly for what is required to serve persons' welfare, for them to do well. This entails that good teaching is more experience-based than research-based. Ultimately, it is life experience that provides for teachers' ability to see well.
Descriptors: Ethics, Teacher Attitudes, Reflective Teaching, Educational Philosophy, Experience, Teacher Effectiveness, Knowledge Base for Teaching
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A