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.
Field of Research
130101 Continuing and Community Education 130202 Curriculum and Pedagogy Theory and Development 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective
970103 Expanding Knowledge in the Chemical Sciences
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