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.
""Knowing Well" in the Classroom: Epistemic Challenges and Competencies,"
TEACH Journal of Christian Education: Vol. 8
, Article 3.
Available at: https://research.avondale.edu.au/teach/vol8/iss1/3