Search results for: Husu Jukka

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How Do Teachers Reason about their Practice? Representing the Epistemic Nature of Teachers’ Practical Knowledge
Authors: Gholami Khalil, Husu Jukka
This study focused on the epistemology of teachers’ practical knowledge. The results indicated that teachers supported their practical knowledge claims using the “practical argument”. Depending on what kind warrants they used, teachers’ practical knowledge was interpreted to be based on two different epistemic statuses: “practicable” knowledge and “praxial” knowledge.
Published: 2010
Updated: Apr. 14, 2011
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Developing Whole School Pedagogical Values—A Case of Going Through the Ethos of “Good Schooling”
Authors: Husu Jukka, Tirri Kirsi
The article explores the content and structure of pedagogical values, utilizing 24 teachers who were encouraged to articulate their beliefs regarding their professional morality and their school community. The study emphasizes the value structure that should prevail in schools, so they could be considered educative institutions, and claims that the teaching profession should be recognized as a complex of ideals essential to teachers' roles.
Published: 2007
Updated: May. 27, 2008