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Zahorik identifies three broad concep tual categories of good teaching: science-research, theory-philosophy, and art-craft. Various conceptions of teaching within each category are then defined and discussed. The author con cludes with a description of how the needs of teachers and developmental stages of teacher growth will dictate the conception of teaching that should be emphasized during preservice and inser vice teacher education experiences.
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John A. Zahorik (1986) studied this question.
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