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Article

Teacher Mindframes from an Educational Science Perspective

Department of School Education, University of Augsburg, 86159 Augsburg, Germany
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Educ. Sci. 2018, 8(4), 209; https://doi.org/10.3390/educsci8040209
Received: 29 October 2018 / Revised: 28 November 2018 / Accepted: 29 November 2018 / Published: 30 November 2018
In this article, we describe the philosophical and the scientific background of teacher mindframes and we argue that educational professionalism consists not only of ability and knowledge (competence), but also of will and judgement (attitudes). To back up our argument, we present the results of our current research project on this matter. View Full-Text
Keywords: teacher mindframes; educational expertise; integral philosophy teacher mindframes; educational expertise; integral philosophy
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MDPI and ACS Style

Zierer, K.; Lachner, C.; Tögel, J.; Weckend, D. Teacher Mindframes from an Educational Science Perspective. Educ. Sci. 2018, 8, 209. https://doi.org/10.3390/educsci8040209

AMA Style

Zierer K, Lachner C, Tögel J, Weckend D. Teacher Mindframes from an Educational Science Perspective. Education Sciences. 2018; 8(4):209. https://doi.org/10.3390/educsci8040209

Chicago/Turabian Style

Zierer, Klaus, Christina Lachner, Jonas Tögel, and Denise Weckend. 2018. "Teacher Mindframes from an Educational Science Perspective" Education Sciences 8, no. 4: 209. https://doi.org/10.3390/educsci8040209

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