ABSTRACT
Judgements in teaching include both instructional and regulative aspects. Broadly, there is an agreement that professional judgement in teaching derives from theoretical knowledge, and from working knowledge. The foundation of teacher's expertise, Michael Luntley argues that in judgement - the capacity to attend to the particular with normative compulsion. Luntley concedes that a good judgement is constrained by good reasons and by abstract laws, but for him the constitutive conditions of good judgement in teaching consists of the ability to reason and the normative compulsion that is involved in choosing a moment to attend to, amidst the complexity of classroom life. In terms of professional jurisdiction, teachers are left with multiple possible inferences, ideologies and personal preferences but with very little specialised diagnosis of the problem. Finally, an increase in professional agreement about academic classifications can only strengthen the jurisdiction and legitimacy of the teaching profession.
