Becoming Critical: Education Knowledge and Action ResearchFirst published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science. |
From inside the book
Results 1-5 of 36
Page
... enquiry in which educational research and the professional development of teachers could be more readily integrated. The book represents our collaborative effort to give some expression to these beliefs and to show how they are related ...
... enquiry in which educational research and the professional development of teachers could be more readily integrated. The book represents our collaborative effort to give some expression to these beliefs and to show how they are related ...
Page
... in sharp contrast, is timeless and universal; it is something produced by researchers through the careful process of enquiry. This tendency to regard educational theory as something different from educational practice is, of.
... in sharp contrast, is timeless and universal; it is something produced by researchers through the careful process of enquiry. This tendency to regard educational theory as something different from educational practice is, of.
Page
... enquiry and research . Chapter 2 traces the emergence of the positivist approach by retrieving some of the principal arguments that have been used to establish educational research as an essentially scientific enterprise . In particular ...
... enquiry and research . Chapter 2 traces the emergence of the positivist approach by retrieving some of the principal arguments that have been used to establish educational research as an essentially scientific enterprise . In particular ...
Page
... enquiry that seems to incorporate these criteria and to describe the kind of educational research methodology that this theoretical perspective entails. Chapter 6 takes up the challenge of Chapter 5: it outlines a form of educational ...
... enquiry that seems to incorporate these criteria and to describe the kind of educational research methodology that this theoretical perspective entails. Chapter 6 takes up the challenge of Chapter 5: it outlines a form of educational ...
Page
... enquiry. These uncertainties and problems arise in many ways. Sometimes they emerge as academic disputes about the nature of curriculum research; at others as problems about the role of the teacher in curriculum development and change ...
... enquiry. These uncertainties and problems arise in many ways. Sometimes they emerge as academic disputes about the nature of curriculum research; at others as problems about the role of the teacher in curriculum development and change ...
Other editions - View all
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Limited preview - 2003 |
Common terms and phrases
achieve activity actors aims approach to educational argued beliefs Chapter classroom collaborative commitment communities of action concepts concerned constraints context critical educational science critical social science critical theory curriculum research Deakin University dialectical discourse educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology evaluation example explanandum explanations Falmer framework Frankfurt School Geelong Habermas hermeneutic historical human ideas ideology improvement individuals institutions interest interpretive approach involved Kegan Paul KEMMIS kind knowledge learning London means methods nature objective observations paradigm participants particular perspective philosophy Philosophy of Education philosophy of science phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society strategies structure task teachers teaching technical theoretical theorists theory and practice transform understandings and situations values view of educational