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ERIC Number: EJ852618
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: ERIC
Reference Count: 15
ISSN: ISSN-1946-7109
(Re)Action and Managing Dilemmas: Working toward a Clearer Picture of New Teachers' Professional Knowledge
Miletta, Alexandra
Penn GSE Perspectives on Urban Education, v4 n1 Spr 2006
In this article, the author explores her teaching experiences in order to better understand the nature of the professional knowledge needed to make use of conflict and to manage a particular teaching dilemma. The author's intention is to show that such a personal inquiry can reveal ways in which her story is a telling case that may enable others to respond and make meaning out of their own experiences. Unraveling what constitutes professional knowledge in the practice of teaching is messy work, but the author hopes that when seen through the lens of one teacher's balancing act of managing dilemmas, blending the practical and theoretical, improvising, and reflecting on these processes, some clarity will be revealed. (Contains 2 endnotes.)
University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington