Within this issue of "Teacher Education Quarterly," the authors examine the social justice knowledge of teachers, reflective practices, and predictors of performance on the Educative Teacher Performance Assessment (edTPA). This article is a response to those articles and offers continued probes into who should be allowed to teach our…

At three different institutions, public and private, in varying roles, I have found the very particular problem of how to inform micro-level classroom practices with macro-level disciplinary knowledge to be centrally important to our field's development and our students' learning--and singularly difficult to overcome. In this program profile, I…

Argues that the personal commitments of teachers, common sense, and normative requirements can be valid bases for action. Asserts that overreliance on research knowledge is unwarranted: its value lies primarily in the scientific ethos and in processes of inquiry and only secondarily in the facts researchers lay claim to. (Author/KH)

The presuppositions about knowledge and the practice of teaching in Joseph Diorio's "Knowledge, Autonomy and the Practice of Teaching" (Curriculum Inquiry 12:3) are inadequate because Diorio ignored the social construction of knowledge and practice, thus distorting his view of human agency. Knowledge used in teaching can be understood…

Joseph Diorio in "Knowledge, Autonomy and the Practice of Teaching" (Curriculum Inquiry 12:3) wrongly assumed that knowledge usually governs practice, defined the concept of practice too narrowly, and used uncritically the idea of faultless performance. Thus unnecessarily restrictive about the potential for teacher preparation, Diorio…

Alan R. Tom (Curriculum Inquiry 13:2) misrepresented Diorio's position on the types of practice possible and on the concept of faultless performance. Freema and Robert Elbaz (Curriculum Inquiry 13:2), though correct in pointing out the social contexts of practice, also misrepresent Diorio's presuppositions and draw conclusions not warranted by his…

The viewpoint that a college teacher's knowledge of subject matter is sufficient for good teaching is criticized because it (1) suggests that the teaching process requires minimum commitment and effort; (2) fails to value appropriately the needs of students; and (3) connotes closed-mindedness, even arrogance, at odds with productive human…

Discusses types of knowledge that should define the academic librarian: (1) background in history and development of higher education; (2) appreciation for history of scholarship and learning; (3) understanding of how knowledge is obtained in various disciplines; (4) ability to evaluate research findings. Three reactions to essay are included.…

This paper explores the readiness of student affairs professionals to utilize adult development knowledge in everyday interactions with college students. Four types of knowledge about the adult development process (cognitive-developmental, psychosocial, person-environment interaction, and humanistic-existential) are briefly defined, with…

Prior Learning Assessment and Recognition (PLAR) is a new field, but it has a long history, since children have always learned from adults and demonstrated their competence by observation of their work or by the quality of their products or services. Later, formal learning became more valuable and recognized school credentials paved the way to…

This paper examines approaches used to define essential knowledge and skills for teachers entering special education practice. The paper proposes alternative models for conceptualizing essential knowledge and skills in special education, focusing on meaningfulness of teachers' knowledge, sources of knowledge, and acquisition of knowledge.…

Argues that teaching must become a profession--entailing both expertise and relative autonomy--if public schools are to improve. Outlines elements of professionalism and proposes means to professionalize teaching. (MCG)

This paper argues that evaluation of advanced skills in teaching should be based on pedagogical content knowledge that good teachers should have but nonteachers in the discipline might not. Several schemes used in Victoria (Australia) for appraisal of advanced teaching skills are examined, and an alternative to competency-based approaches is…

These national standards document basic competencies required for individuals providing adapted physical education services. They define qualifications for professionals in this field and the knowledge and skills needed by individuals preparing for the certification examination. An introduction describes the development of the standards, including…