Teachers’ Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and “know-how” that educators should possess.



Offers an original and in-depth study of teachers’ know-how which situates teaching within the spectrum of professions
Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
Features detailed examples including some drawn from the author’s own long professional experience of a teacher in a wide range of different contexts