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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