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. |
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... roles as they have been required to debate and justify innovative practices for which they have been responsible. Still others have more or less spontaneously arrived at the general idea of the teacher-researcher simply as a reasonable ...
... roles as they have been required to debate and justify innovative practices for which they have been responsible. Still others have more or less spontaneously arrived at the general idea of the teacher-researcher simply as a reasonable ...
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... role as researchers and that the most plausible way to construe educational research is as a form of critical social science. By exposing and critically assessing some of the key philosophical positions in the field of educational ...
... role as researchers and that the most plausible way to construe educational research is as a form of critical social science. By exposing and critically assessing some of the key philosophical positions in the field of educational ...
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... role of teachers and the kind of knowledge that they require . The way in which curriculum research should relate to the professional role of the teacher is , of course , a particular instance of the more general issue of how ...
... role of teachers and the kind of knowledge that they require . The way in which curriculum research should relate to the professional role of the teacher is , of course , a particular instance of the more general issue of how ...
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... role of the teacher in curriculum development and change. Now although these two areas of concern are normally treated separately, an attempt to exemplify the complexities of curriculum research which treats them as closely related has ...
... role of the teacher in curriculum development and change. Now although these two areas of concern are normally treated separately, an attempt to exemplify the complexities of curriculum research which treats them as closely related has ...
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... role of education . More recent thinkers have tended to eschew this grand theorizing tradition , focusing on narrower problems . c . The Foundations Approach After the ' grand theory ' tradition , the study of education began to become ...
... role of education . More recent thinkers have tended to eschew this grand theorizing tradition , focusing on narrower problems . c . The Foundations Approach After the ' grand theory ' tradition , the study of education began to become ...
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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