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Direct linkMintz, Joseph – Routledge Research in Education, 2014
The extent to which teachers should make use of theoretical and expert knowledge as opposed to tacit experiential knowledge, and how these might be combined, is a perennial issue in discussions on pedagogy. This book addresses these debates through a creative development of the concept of productive uncertainty. Using case studies focusing on…
Descriptors: Teaching Methods, Epistemology, Expertise, Educational Theories
