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Knowing Teaching from the Inside Out: Implications of Inquiry in Practice for Teacher Education


by Magdalene Lampert - 1999

In this chapter, I explore the connections between inquiry into practice and teacher education. I investigate the problems that are encountered as one moves from knowing teaching inside the moment of a particular piece of classroom work to knowing teaching in communication with others, outside that context. This investigation continues a long-term effort to understand what it means to “know teaching.” Examining the contrast between how researchers thought about the problems in teaching and how practitioners thought as they confronted them, I have argued that it is often not possible simply to use knowledge that one brings into the classroom in the face of practical problems.


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This article originally appeared as NSSE Yearbook Vol 98, No. 1.


Cite This Article as: Teachers College Record Volume 100 Number 5, 1999, p. 167-184
https://www.tcrecord.org ID Number: 18731, Date Accessed: 2/20/2020 5:09:07 PM

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About the Author
  • Magdalene Lampert
    University of Michigan.
    E-mail Author
    MAGDALENE LAMPERT is Professor of Education at the University of Michigan.
 
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