Abstract
The author asks for a reconzeptualizattion of the relation between knowledge (know-that) and ability (know-how) and, thus, for a re-assessment of the problem of theory and practice in teacher eduaction. In the first part, he explicates central ideas and core assumptions of the tacit knowing approach; in the second part, he inquires into the implications for teacher education.
| Original language | German (Austria) |
|---|---|
| Number of pages | 20 |
| Journal | Zeitschrift für Pädagogik |
| Publication status | Published - Jan 2002 |
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