Abstract
The development of wisdom and expertise in teaching is described by teachers from their perspective of practice. One proposition that is entertained 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 some of the expertise. Wisdom is defined as entailing self-questioning; teaching from the students' point of view; respecting students struggles 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 developmental theory. This theory, in turn, continues to inform the practice.
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