"Knowing Well" in the Classroom: Epistemic Challenges and Competencies

avondale-bepress.context-key	5940723
avondale-bepress.submission-path	teach/vol8/iss1/3
avondale.affiliate	Morton, Lindsay; 0000-0003-3165-3509
avondale.reporting.isPeerReviewed	Peer Reviewed
avondale.reporting.version	Published Version
dc.contributor.author	Morton, Lindsay
dc.date.accessioned	2023-11-01T00:38:12Z
dc.date.available	2023-11-01T00:38:12Z
dc.date.issued	2014-01-01
dc.date.submitted	2014-08-12T16:58:40Z
dc.description.abstract	<p>The purpose of this investigation is to build</p> <p>on Faull’s research by unpacking three of these areas:</p> <p>an in-depth knowledge of subject matter; currency</p> <p>of knowledge; and the willingness to be a learner.</p> <p>The term “epistemic responsibility”—specifically,</p> <p>the imperative on a teacher to “know well”—will be</p> <p>explored within this framework.</p>
dc.format	Multimedia: flash_audio
dc.identifier.citation	Morton, L. (2014). "Knowing well" in the classroom: Epistemic challenges and competencies. <em>TEACH Journal of Christian Education, 8</em>(1), 6-12. doi:10.55254/1835-1492.1233
dc.identifier.doi	https://doi.org/10.55254/1835-1492.1233
dc.identifier.uri	https://research.avondale.edu.au/handle/1897/05940723
dc.language.iso	en_us
dc.publisher	Avondale Academic Press
dc.relation.ispartof	TEACH Journal of Christian Education
dc.subject	literary theory
dc.subject	theoretical framework
dc.subject	epistemology
dc.title	"Knowing Well" in the Classroom: Epistemic Challenges and Competencies
dc.type	Journal Article

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