The extent to which teachers benefit from theoretical and experiential knowledge versus implicit empirical knowledge, and how they can be combined, is a permanent issue in the debates on pedagogy. This book deals with these debates through an innovative development of the concept of production uncertainty. With case studies focusing on teachers working with autistic children, a particularly fertile tool for looking at uncertainty, the book explores the way Philfred Pion's radical psychoanalysis in the 20th century follows.

The uncertainty can be used to redefine the Donald Schoen concept of reflection in action, and to provide a new perspective for the practice of teachers and other care professionals. Numerous potential areas of uncertainty have been identified, including uncertainty regarding areas of practice including diagnosis, the relationship between knowledge, experience and practice, the implications of autism for autonomy and agency, and uncertainty regarding the understanding and use of new technologies.

A strong argument, based on both theoretical and empirical foundations, is presented that in the play between theoretical and implicit knowledge in the classroom, there is much to be gained by staying in conflict with the uncertainty of fleeing it very early, to the promise of expert solutions . Attention is also paid to the relative importance of specific theoretical training for teachers in general and to working with children with special educational needs in the context of international political developments and the United Kingdom in this area.

This book will be of fundamental value to researchers and graduate students in the fields of educational studies, thinking and research for teachers, psychological studies psychologically studied, as well as practitioners working in the field of special educational needs / awareness of autism.

I want that book.