The skilled teacher
A Heideggerian approach to teacher practical knowledge
Bibliographic Data
| ID | 12010010 |
|---|---|
| Authors | Edmund Aspbury-Miyanishi (University of Manchester, corresponding author), Edd Aspbury-Miyanishi (0000-0002-8149-9370, aUniversity of Manchester, Manchester, UK) |
| Year | 2021 |
| Volume | 51 |
| Issue | 5 |
| Pages | 479-495 |
| Publication date | 2021-09-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.2021.1973336 |
| OpenAlex | W3199974575 |
| Language | EN |
| Citations received | 5 |
| References cited | 57 |
The concept of teacher practical knowledge (PK), with its emphasis on the intuitive and situated nature of teaching practice, has provided a compelling approach to understanding what underlies teaching practice. However, much of the literature around PK focuses on teacher reflections on their practice and leaves unexplored the question of how a teaching situation elicits particular practices from teachers. Moreover, there is a tendency to focus on individual PK, and this means that the social dimension, and particularly the socially normative element, of teaching practice is perhaps underappreciated. This article develops what I call the skilled teacher approach (STA) to teaching practice, which shifts the focus from teachers’ individual cognitions about practice to what teachers directly perceive as possible in their fundamentally social teaching environment. This approach is rooted in Heidegger’s phenomenology but also draws substantially on ecological psychology literature and argues that what teachers do in practice is largely a product of the affordances they directly perceive in their practice environment. It also argues that much of the landscape of affordances that a teacher perceives is socially constructed. Consequently, a significant part of PK relates to a sensitivity to the socially given affordances and knowing intuitively “what one does” as a teacher. This approach offers a different, yet complementary, understanding of teaching practice and suggests new ways of engendering positive change in practice
Affordance · Cognitive psychology · Epistemology · Mathematics education · Normative · Pedagogy · Phenomenology (philosophy · Practice theory · Situated · Social practice · Social science · Sociology · Computer Science · Innovative Education and Learning Practices · Psychology · Social Representations and Identity · Teacher Education and Leadership Studies
Teacher noticing as embodied ecological enactment
Beyond traditional cognitivist boundaries
Enhancing affordance perception in pre-service physical education teachers
Which principles of learning do teachers and teacher educators use and how are they articulated in their pedagogical decision-making
The affordances beyond what one does
Heidegger and Cognitive Science
Self-organization, free energy minimization, and optimal grip on a field of affordances
On the Epistemology of Reflective Practice
Thinking Like a Nurse
Teaching Practice
A review of research on teacher beliefs and practices
Situated Normativity
Teacher Thinking
The Affordances for Social Psychology of the Ecological Approach to Social Knowing
Outline of a Theory of Practice
The Logic of Practice
Those Who Understand
An Outline of a Theory of Affordances
Beyond teacher cognition and teacher beliefs
How do teachers reason about their practice? Representing the epistemic nature of teachers’ practical knowledge
Everything goes smoothly”
Schooling Heidegger
In search of reflection-in-action
Exploring language teachers’ practical knowledge about teaching reading comprehension
Personal Practical Knowledge
The Teacher's “Practical Knowledge”
Spielraum and Teaching
Getting a Grip on the Classroom
Exploring tensions between teachers’ grammar teaching beliefs and practices
A Study of Language Teachers' Personal Practical Knowledge
The field and landscape of affordances
Heidegger’s appropriation of Aristotle
Situated learning theory and the pedagogy of teacher education
Cultural Affordances
A Rich Landscape of Affordances
Keeping an Eye on Learning
School Teacher
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |