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Turner-Bisset Rosie (1999). « The Knowledge Bases of the Expert Teacher ». British Educational Research Journal, vol. 25, n° 1, p. 39–55. ISSN 0141-1926. En ligne : <http://www.informaworld ... 0.1080/0141192990250104>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:46 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/0141192990250104
ID no. (ISBN etc.): 0141-1926
BibTeX citation key: TurnerBisset1999
Categories: General
Keywords: éducation prioritaire, formation des enseignants, histoire de l'éducation, pratique pédagogique, théorie de l'éducation
Creators: Turner-Bisset
Collection: British Educational Research Journal
Views: 1006/1755
Views index: 21%
Popularity index: 5.25%
URLs     http://www.informa ... 0/0141192990250104
Abstract     
In the late twentieth century, accountability and value for money are two of the major themes influencing developments in education. Reflecting these themes, recent government legislation has produced a set of teaching competences, later revised as standards, for use in initial teacher education and assessment of teaching performance. They are used as criteria for teacher training, in some cases forming the theoretical underpinning of courses. This article argues that that model of knowledge essential for teaching presented by the 10197 standards is impoverished. Instead there will be presented a comprehensive model of knowledge bases for teaching, which can inform our understanding of teaching and provide a more sophisticated theoretical underpinning than that imposed by government legislation. The model was developed through a recent doctoral study of subject knowledge and teaching competences. The model is illustrated by an example of teaching in history, which shows how it can act as a theoretical underpinning both for experienced and beginning teachers.
Added by: Marie Gaussel  
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