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The Roles of Research Knowledge and Knowing-in-Action in Teachers' Development of Professional Knowledge.
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Russell, Tom – 1989
This paper examines how teachers develop and modify professional knowledge in response to experience and to new research knowledge. A discussion is presented on the interaction of propositional knowledge (the basic medium of classroom and research knowledge) and practical knowledge (the observable competence apparent in successful professional…
Descriptors: Beginning Teachers, Cognitive Structures, Critical Thinking, Elementary Secondary Education