INTRODUCTION TO PROFESSIONAL PEDAGOGY
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Abstract:
This article argues that the nature of teachers’ professional knowledge is linked to the teaching practices they employ, and that knowledge can be made explicit and visible through the pedagogical reasoning that underlies their decisions, actions and intentions; all of which come to the fore when their pedagogical reasoning is examined. If teaching is to be valued more highly, it is important to explore the nature of teachers’ pedagogical reasoning in more depth, as it offers a window into the complex and nuanced knowledge of practice that influences what they do, how they do it and why they do it.
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