WISDOM AND EXPERTISE - FROM PRACTICE TO THEORY AND BACK AGAIN

The development of wisdom and expertise in teaching is described by te achers from their perspective of practice. One proposition that is ent ertained is that if one is to become more than just a good teacher, to become a wise teacher, it is a possibility that one has to give up so me of the expertise. Wisdom is defined as entailing self-questioning; teaching from the students' point of view; respecting students struggl es to make sense out of the world; and what is called a developmental perspective on teaching, learning and instruction. The practice gives rise to these definitions which are subsequently grounded in developme ntal theory. This theory, in turn, continues to inform the practice.