An Element of Practical Knowledge in Education: Professional Routines

Autor/in	Lacourse, France
Titel	An Element of Practical Knowledge in Education: Professional Routines
Quelle	In: McGill Journal of Education, 46 (2011) 1, S.73-90 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0024-9033
Schlagwörter	Teacher Characteristics; Classroom Techniques; Teacher Competencies; Educational Practices; Student Teachers; Elementary School Teachers; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Klassenführung; Lehrkunst; Bildungspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Kanada
Abstract	The question of practical knowledge and its teaching has arisen more perceptibly since the appearance of the aim to professionalize teachers. How can imperceptible knowledge such as professional routines be taught? To establish a social fabric and effective class management, it is essential to call on creative and adaptive professional routines. These routines support the interpretation of daily life, effectiveness, and a sense of security among both students and teachers; it is a frame favouring successful classroom management. Professional routines come under the scope of integrated competencies, and this prompts their analysis in view of understanding a central link within initial training. This paper will present the concept of professional routines as an educational practice in which practical knowledge is combined with professional learning, then the conceptual frame, the analytical method, and the results of two research projects, followed by a concluding reflection. (Contains 6 notes, 3 tables, and 1 figure.) (As Provided).
Anmerkungen	McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10