Abstract
Following a differentiation of the concept of "teacher knowledge", integration and difference will be considered as opposing determinations of the relationship between theoretical knowing-that and practical knowing-how. The two determinations of the relationship are then assigned to six didactic paradigms in teacher education, each of which focuses on specific tasks in teacher education. The article concludes with a critique of the tendency of German-language educational science either to regard practical knowing-how as deficient or to assimilate it conceptually to knowing-that, and identifies research desiderata.
| Translated title of the contribution | Teacher competence between knowing-that and knowing-how |
|---|---|
| Original language | German (Austria) |
| Title of host publication | Handbuch Schulforschung |
| Editors | Tina Hascher, Werner Helsper & Til-Sebastian Idel |
| Place of Publication | Springer |
| Number of pages | 21 |
| Publication status | Published - 2021 |
Fields of science
- 502052 Business administration
- 503 Educational Sciences
- 503002 Applied education
- 503007 Didactics
- 503014 Subject didactics of social sciences
- 503030 Business education
- 501016 Educational psychology
- 501003 Occupational psychology
- 501011 Cognitive psychology
- 603102 Epistemology
- 503001 General education
- 503005 Vocational education
- 503006 Educational research
- 503025 School pedagogy
