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Professionally present: highlighting the temporal aspect of teachers' professional judgment
University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Curriculum studies. (Induction)ORCID iD: 0000-0002-1871-4488
2014 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120, Vol. 18, no 2, p. 264-273Article in journal (Refereed) Published
Abstract [en]

Novice teachers need to develop their professional judgment. Teaching isperformed in the face of imperfect, complex but above all continuously emergentsituations. These matters have not received adequate attention in theories relatingto professional judgment and professionality in teaching or in the contemporarydiscourse of education policy. The purpose of this conceptual article is thereforeto contribute to the understanding of teachers’ judgment.By discussing empirical examples that indicate how sensing and knowing guidejudgment, concepts are introduced that are intended to further the understanding of teachers’professional judgment; something that will hopefully benefit teacher education as well as practicing teachers.

Place, publisher, year, edition, pages
2014. Vol. 18, no 2, p. 264-273
Keywords [en]
teacher development, teacher judgment, teacher professionality, temporality
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-12723DOI: 10.1080/13664530.2014.900517Scopus ID: 2-s2.0-84901639896OAI: oai:DiVA.org:hig-12723DiVA, id: diva2:548018
Funder
Swedish Research Council, 2005-3582Available from: 2012-08-29 Created: 2012-08-29 Last updated: 2018-03-13Bibliographically approved

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Frelin, Anneli

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