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Teachers' Funds of Knowledge: A Challenge to Evidence-Based Practice
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Hedges, Helen – Teachers and Teaching: Theory and Practice, 2012
The spontaneous nature of much early childhood teaching makes it vital to understand the range of knowledge that teachers draw on in their curricular and pedagogical decision-making. Hammersley argued that teaching practice cannot be based directly on research evidence because it needs to be filtered through teachers' experiences and…
Descriptors: Evidence, Early Childhood Education, Childhood Interests, Foreign Countries