by Christopher Winch (Author)
Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess.
Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions
Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts
is Professor of Educational Philosophy and Policy, School of Education, Communication and Society, King’s College London. He is the author of numerous books and articles in the philosophy of education and on professional and vocational education.
Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess.
Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions
Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts
is Professor of Educational Philosophy and Policy, School of Education, Communication and Society, King’s College London. He is the author of numerous books and articles in the philosophy of education and on professional and vocational education.
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