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Examining the aesthetic dimensions of teaching : relationships between teacher knowledge, identity and passion
Having an appreciation for the subject, their students and what the subject can offer their students has both cognitive and emotional dimensions for teachers. This paper uses empirical data to explore the efficacy of a Deweyan inspired framework called “Aesthetic Understanding” to scrutinise relationships between teacher knowledge, identity and passion. The paper uses case study data of three teachers of maths and/or science generated from a video study to illustrate the relationships between the three elements of Aesthetic Understanding. The need to value the aesthetic dimensions of teaching when examining the subject-specific nature of secondary teaching is discussed.
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Journal
Teaching and teacher educationVolume
28Issue
5Pagination
718 - 727Publisher
PergamonLocation
Oxford , EnglandPublisher DOI
ISSN
0742-051XeISSN
1879-2480Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2012, Elsevier Ltd. All rights reserved.Usage metrics
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