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ERIC Number: EJ899792
Record Type: Journal
Publication Date: 2010-Oct
Pages: 23
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0022-4308
A Study of Practical-Moral Knowledge in Science Teaching: Case Studies in Physical Science Classrooms
Salloum, Sara; Abd-El-Khalick, Fouad
Journal of Research in Science Teaching, v47 n8 p929-951 Oct 2010
This study further extends a conceptual framework that explores science teaching as a "practice" not reducible to the application of formal knowledge, but as informed by teachers' practical-moral knowledge. A hermeneutic model was developed to examine practical-moral knowledge "indirectly" by investigating teachers' commitments, interpretations, actions, and dialectic interactions between them. The study also aimed to analyze teachers' actions in terms of their interpretations and commitments as they realize "internal goods" of their practice. Ethnographic case studies of three science teachers were conducted through classroom observation, in-depth interviews and dialogues, and artifact analysis. A commitment of preparing students for national exams was common to the three teachers but was manifested differently in classroom practices. This commitment originated from interpretations about the duty of "good" teachers not "letting students and schools down". Other emergent commitments were commitments: to conceptual understandings, to "challenge" learners, and to social modeling. We present each with associated interpretations and actions. The concepts of practical wisdom (phronesis) and gap closing are used to characterize teachers' practical knowledge and its development respectively. Implications for teacher education are discussed. (Contains 5 tables, 2 figures and 6 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lebanon