reflective practice

pedagogy

discretion

prudence

judgment

caution

forethoutht

teaching

principles of effectiveness

normative,ethical,affective considerations

feelingly know

a tool for teaching, an aim of education by Dewey(1964)

perplexity,confusion,doubt

conjectural anticipation and tentative interpretation

examination, inspection exploration, analysis of all attainable considerations

elaboration of the tentative hypothesis suggestions

a plan of action/ doing sonething

retrospective reflection on/ anticipatory reflection on

unreflective

more/less thoughtfulness

excellent preparation but great frustration

knowledge into practice/ short of effective professional preparation

teacher knowledge and active and dynamic role in the ever changing challenges of the school and classroom

the lack of space and time

reflect on/decide on/act on

generalities

the emphasis on reflective practice- contingent, dynamic/everchanging every moment

a phenomenology of tactful action

normative significance

tact/ pedagogical tact

connection between pedagogical knowledge and tact

no social scientific facts,no moral philosophy, no teaching method

social distancing

epistemological structure that manifests itself

normative integrity

micro-situations

instant knowing of what to do

practical knowledge resides in the things that surround us

silent knowledge

underground action

implicit knowing

imitative and personal relation

interpretable

constantly critically aware