From episteme to phronesis to artistry in the study and improvement of teaching

By E. Eisner. 2002

268 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6fc98345a47fdeb3f752c6b79307fde5d3983881

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Citations in the corpus

What characterises a good practicum in teacher education? (2011, background): “Eisner (2002), for example, compares teaching with playing in a jazz quartet, knowing when to come in and take the lead and when to bow out and improvise.”
Co-Constructors of Data, Co-constructors of Meaning: Teacher Professional Development in an Age of Accountability (2008, background): “…to conceptions of teaching as requiring contextualized decision making (Ball, 1995; Borko & Putnam, 1998; Butler, Novak Lauscher, Jarvis-Selinger, Beckingham, 2004; Eisner, 2002; Furlong, Barton, Miles, Whiting, & Whitty, 2000; Palincsar, 1999; Palincsar, Magnussen, Marano, Ford, & Brown, 1998).”
Teacher-driven curriculum development at the classroom level: Implications for curriculum, pedagogy and teacher training (2017, background): “Nor was this study concerned with teacher curriculum approaches impact on teacher professional development or curriculum (e.g., Craig, 2006; Eisner, 2002; Shawer, 2010b).”
Limits of Generalizing in Education Research: Why Criteria for Research Generalization Should Include Population Heterogeneity and Uses of Knowledge Claims (2014, unknown): “The idea that a generalization meets the needs of particular cases underlies the concept of phronesis sometimes discussed by teacher educators (e.g., Eisner, 2002) whereby the practitioner invents conduct such that the rule/law derived from generalization is violated to the minimum while satisfying…”
The purpose of the PhD: theorising the skills acquired by students (2010, unknown): “…1984; Kemmis, 2005; Schwandt, 2002), ethical practice (Crisp & Slote, 1997; MacIntyre, 2007), the social sciences (Eikeland, 2008; Flyvbjerg, 2004; Greenwood & Levin, 2005; Tabachnick, 2004) and educational practice and research (Carr, 2003; Carr & Kemmis, 1986; Eisner, 2002; Saugstad, 2002).”
The place of the practicum in pre‐service teacher education: the voice of the students (2005, background): “Recently a number of writers have commented on the current move from looking at teacher knowledge as a kind of episteme (the true knowledge) to teacher knowledge as phronesis (practical contextual knowledge) (Kessels & Korthagen, 2001; Eisner, 2002; Loughran, 2003).”