Abstract
This article proposes reconceptualizing professional knowledge in early childhood education and care (ECEC) as knowledges, incorporating phronesis (practical wisdom), techne (skill), and episteme (pure knowledge). Conceptualizing professional knowledge in
DOI
10.18357/jcs.v44i1.18786
Publication Date
2019-02-01
Publication Title
Journal of Childhood Studies
Volume
44
Issue
1
First Page
134
Last Page
146
Embargo Period
2019-02-12
Organisational Unit
No Org Unit Found
Recommended Citation
Campbell, B. V. (2019) 'Professional Knowledges for Early Childhood Education and Care', Journal of Childhood Studies, 44(1), pp. 134-146. Available at: https://doi.org/10.18357/jcs.v44i1.18786
