Abstract
The problem of "theory and practice" in teacher education is mainly a problem of relating knowing-that to knowing-how. Solving that problem is a difficult task as there is more than one way to model the relationship between what teachers know verbally and what they know how to to. Four basic relationships are discussed and further elaborated: foundation, parallelism, difference, and interference. They differ more or less fundamentally in their implications for the pedagogy of teacher education.
| Translated title of the contribution | On the relationship between teachers's knowledge and teacher's know-how |
|---|---|
| Original language | Croatian |
| Pages (from-to) | 121-136 |
| Number of pages | 16 |
| Journal | Pedagogijska Istraživanja |
| Volume | 1 |
| Publication status | Published - 2004 |
Fields of science
- 501003 Occupational psychology
- 501011 Cognitive psychology
- 501016 Educational psychology
- 502052 Business administration
- 503 Educational Sciences
- 503001 General education
- 503002 Applied education
- 503005 Vocational education
- 503006 Educational research
- 503007 Didactics
- 503014 Subject didactics of social sciences
- 503025 School pedagogy
- 503030 Business education
- 603102 Epistemology
