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《Peking University Education Review》 2008-01
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Pedagogical Sensitivity and Teachers Practical Knowing-in-Action

Max van Manen  
In everyday life in classrooms,the thousand and one things that teachers do,say,or do- not-do,all have practical pedagogical significance.Not only the objectives or goals of education but also the means and methods used all have pedagogical value and consequences for teaching and learning.This text explores the nature and significance of the practical forms of knowledge that teachers enact in(inter)active situations with their students.Teacher practical knowing-in-action requires pedagogical sensitivity and is described in terms of thoughtfulness and tact,embodied and pathic understanding.
【CateGory Index】: G451
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【References】
Chinese Journal Full-text Database 4 Hits
1 WANG Wei-hua(College of Educational Science,Hunan Normal University,Changsha,Hunan 410081,China);On the Connotation of Teaching Tact[J];Journal of Educational Science of Hunan Normal University;2009-06
2 CAI Shulan (College of Educational Science,Inner Mongolia Normal University,Hohhot,Inner Mongolia,China 010022);ON TEACHERS' PROFESSIONAL "SENSITIVENESS"[J];Journal of Inner Mongolia Normal University(Philosophy and Social Science);2009-02
3 FU Jianming,YU Xiaoting(School of Teachers Education,Zhejiang Normal University,Jinhua 321004,Zhejiang,China);Operational System of School-based Autonomous Supervision[J];Journal of Zhejiang Education Institute;2008-04
4 TANG Fen-fen(Dept.of Education,Guangdong Polytechnic Normal University,Guangzhou 510665,Guangdong,China);Exploring the Role Performance Teaching in Teachers' Colleges[J];Journal of Yangzhou University(Higher Education Study Edition);2009-04
【Co-references】
Chinese Journal Full-text Database 10 Hits
1 Liu Yu;The Shifting of Paradigm of the Teacher Professional Development in America and Inspiration[J];Comparative Education Review;2003-04
2 Qie Haixia;The Teacher Education Programs,Courses and Ideas of Harvard Graduate School of Education and Their Implications[J];Comparative Education Review;2003-07
3 Liu Lili;A Summary of the Theories of Reflective Practice in the Western World[J];Comparative Education Review;2003-08
4 Hong Chengwen;An Updated Exploration toward Teacher Education Quality Assurance at International Level[J];Comparative Education Review;2003-11
5 Zhou Jun;The Holmes Group and Teacher Education Reform in USA[J];Comparative Education Review;2003-11
6 ZHAGN Xue-min, LIN Chong-de, SHEN Ji-liang;An Overview of Teacher's Cognitive Competence Development in Foreign Countries[J];Comparative Education Review;2004-05
7 HONG Ming;The Thought of“Reflective Practice”and Its Controversy in Teacher Education[J];Comparative Education Review;2004-10
8 ZHAO Li qin Edited Translation;The Collaboration Process in American Professional Development Schools[J];Comparative Education Review;2004-10
9 ZHU Guang-ming;An Inquiry into the Phenomenology Pedagogy of Max Van Manen[J];Comparative Education Review;2005-04
10 LU Nai-gui,ZHONG Ya-ni;An Overview of Teacher Professional Development in an International Perspective[J];Comparative Education Review;2006-02
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