Peer reviewedERIC Number: EJ560145
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
Available Date: N/A
Toward an Aristotelian Model of Teacher Reasoning.
Orton, Robert E.
Journal of Curriculum Studies, v29 n5 p569-83 Sep-Oct 1997
Utilizes Aristotle's three-way distinctions between theory, practice, and production to describe a balanced model of teacher reasoning. Reviews differing models of teacher reasoning that emphasize the role of contemplation and subject-matter representations. Uses the Aristotelian model to point toward a normative vision of teacher reasoning. (MJP)
Descriptors: Critical Thinking, Educational Philosophy, Epistemology, Higher Education, Logical Thinking, Phenomenology, Philosophy, Reflective Teaching, Self Evaluation (Individuals), Teacher Attitudes, Teacher Behavior, Teacher Effectiveness, Teacher Student Relationship, Teaching Experience, Theory Practice Relationship
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
