Answers are grounded in this paper and cite their sources.
The paper addresses the role of knowledge as one of the sources of teaching expertise. More specifically, it focuses on the phenomenon of theorypractice gap, on the role of theoretical or academic research-based knowledge and teacher-based practical experiential knowledge. Tensions between theoretical and practical knowledge (epistémé and phronésis), the need for linking them and implications for teachers´ journeys towards expertise are highlighted.
No takes yet. Share an insight, caveat, or question.
Píšová et al. (2018) studied this question.
Synapse has enriched 10 related papers. Consider them for comparative context: