Accessing practical knowledge: how? why?

By Alison L. Black, G. Halliwell. 2000

161 citations recorded by the source corpus.

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In Education

Citations in the corpus

Teachers’ funds of knowledge: a challenge to evidence-based practice (2012, methodology): “Such studies might usefully adopt aspects of my methods and consider narrative interviews (Flick, 2006 ), reflective stories of teacher practice (Black & Halliwell, 2000 ; Marcos, Sanchez, & Tillema, 2008 ) or a narrative inquiry approach (Elbaz-Luwisch, 2007 ; Lyons, 2007 ) as methods to uncov”
How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge (2009, background): “In addition to the reforms, pre-service teacher education courses did not prepare graduates well for the realities of teaching, and teachers found it difficult to apply the knowledge acquired through formal study to the complexities of teaching (Black & Halliwell, 2000, pp. 103–104).”
Prospective Teachers' Conceptions of Teaching and Learning Revealed through Metaphor Analysis. (2007, background): “An international literature review (e.g., Black & Halliwell, 2000; Chen, 2003; Fenwick, 2000; Hagstrom et al., 2000; Hoban, 2000; Minchew, 2001; Wallace, 2001; Yung, 2001) also reveals numerous metaphors for the teacher, each one based on a different schema.”
Using interviews and concept maps to access mentor teachers' practical knowledge (2003, methodology): “To elicit the more affective aspects of practical knowledge other instruments should be used, for example, asking mentors to describe or act out metaphors, draw pictures, or tell stories that reflect their teaching (see Black and Halliwell 2000; Jalongo and Isenberg 1995).”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “…professional development of student teachers (Clarke 2001, Calderhead and Shorrock 2003, Glenn 2006, Leshem 2012) by offering the student teachers professional knowledge, technical support and help to develop their own teaching style (Black and Halliwell 2000, Sanford and Hopper 2000, Pajak 2001).”
Functions of Metaphor in Teaching and Teacher Education: A review essay (2006, unknown): “Metaphor as a medium of reflection (Black & Halliwell, 2000 ; Perry & Cooper, 2001 ).”
How Can Student Teachers Elicit Experienced Teachers’ Practical Knowledge? (2002, background): “They indicate that the teaching of their mentor teachers is quite different from such theories and that what their mentors know is obviously more closely related and better suited to day-to-day teaching practice (e.g., Black & Halliwell, 2000; Meijer, Verloop, & Beijaard, 1999).”
Teachers’ personal practical knowledge and interactive decisions (2004, methodology): “3 Data analysis Using inductive analysis procedure (Bogdan and Biklen, 1992; Glaser and Strauss, 1967), I conducted a content analysis of the data collected. I mapped out teachers’ personal practical knowledge, mainly by tracking the `teachers’ maxims’ , de® ned by Richards (1998: 60) as . . . outco”