How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge

By Khalil Gholami, J. Husu. 2009

115 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/dbbbefbe8c5f59da4d2d03b578eeb3e6d80ce2e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Katariina Stenberg
2. Katriina Maaranen
3. Harri Pitkaniemi
4. Liisa Karlsson

In Sociology and Political Science

1. Katariina Stenberg
2. Katriina Maaranen
3. Harri Pitkaniemi
4. Liisa Karlsson

Citations in the corpus

• Beginning student teachers’ teacher identities based on their practical theories (2014, background): “Regardless of the terminological confusion, practical theories play a pivotal role in teaching and many researchers emphasise the experiential origin of practical theory (see Gholami and Husu 2010; Zanting, Verloop, and Vermunt 2003).”