Gholami, K: Representing the epistemic nature of teachers‘pr

This book draws on findings from an empirical study on the epistemic nature of the teachers practical knowledge. Teachers practical knowledge is defined as all teachers cognition (e.g., beliefs, values, motives, procedural knowing, and declarative knowledge) that guide their practice of teaching. Teachers, are believed, to develop their practical knowledge through professional experience and refection on it. Drawing on qualitative data gathered from 6 class teachers in Helsinki, the research identified that the teachers practical knowledge sustains two epistemic statuses: praxial and practicable knowledge. This book discusses the epistemic weights associated with the teachers praxial and practicable knowledge. It particularly addresses how teachers praxial and practicable knowledge and their corresponding epistemic values as a philosophical base serve to clarify the normative and descriptive dimensions of teaching.In a more general view, this book discusses the philosophy of teaching from an epistemological perspective.