"Knowing Well" in the Classroom: Epistemic Challenges and Competencies
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Publication Date
2014-01-01
Authors
Avondale Authors
Publisher
Avondale Academic Press
Original
Rights
Version
Published Version
Review Status
Peer Reviewed
Field of Education
Field of Research
Degree
Department
Faculty
Supervisor
Awarding Institution
Degree
Department
Faculty
Supervisor
Awarding Institution
Abstract
The purpose of this investigation is to build
on Faull’s research by unpacking three of these areas:
an in-depth knowledge of subject matter; currency
of knowledge; and the willingness to be a learner.
The term “epistemic responsibility”—specifically,
the imperative on a teacher to “know well”—will be
explored within this framework.
Description
Research Statement
Keywords
Citation
Morton, L. (2014). "Knowing well" in the classroom: Epistemic challenges and competencies. TEACH Journal of Christian Education, 8(1), 6-12. doi:10.55254/1835-1492.1233
Source Title
TEACH Journal of Christian Education