Abstract

In this article, I attempt to deepen the Knowledge, Skills, and Dispositions discourse around good teaching by appropriating Dewey's (1938) assertion that intelligent theorizing proceeds in a deep and inclusive manner. First, I highlight Darling-Hammond and Bransford's (2005) framework for good teaching and learning. I then locate pedagogical knowledge within this framework and draw upon Garrison's (1997) notion of prophetic teaching and van Manen's (1991a) notion of tactful teaching. I close by reflecting on how these notions are part of a larger project—one that strives to remain inclusive to dimensions of teaching that are not easily codified.

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Additional Information

ISSN
1559-1786
Print ISSN
1085-4908
Pages
pp. 49-65
Launched on MUSE
2009-05-08
Open Access
No
Archive Status
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