The Thinking Teacher: Cultivating Pedagogical Intelligence

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Abstract
Rubin examines the issue of pedagogi cal intelligence. He notes that it is not what expert teachers do, but rather the ways in which they decide what to do that makes the difference in instruc tional effectiveness. The evolution of pedagogical intelligence takes time. It is not something that emerges automati cally. Rather, it develops through the process of confronting instructional dilemmas and necessitates a consu mate understanding of the classroom milieu. Rubin describes how teacher educators can help in fostering peda gogical intelligence and provides specific instances of practices being tried cur rently by practitioners in several states.

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