Becoming Critical: Education, Knowledge, and Action ResearchFalmer Press, 1986 - 249 σελίδες First 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. |
Περιεχόμενα
Teachers Researchers and Curriculum | 7 |
The Natural Scientific View of Educational | 51 |
The Interpretive View of Educational Theory | 83 |
Πνευματικά δικαιώματα | |
8 άλλες ενότητες δεν εμφανίζονται
Άλλες εκδόσεις - Προβολή όλων
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Περιορισμένη προεπισκόπηση - 2003 |
Becoming Critical: Education Knowledge and Action Research Wilfred Carr,Stephen Kemmis Περιορισμένη προεπισκόπηση - 2003 |
Becoming Critical: Education, Knowledge, and Action Research Wilfred Carr,Stephen Kemmis Προβολή αποσπασμάτων - 1986 |
Συχνά εμφανιζόμενοι όροι και φράσεις
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 discourse educa educational action research educational practice educational problems educational research educational situations educational theory emancipatory action research enquiry epistemology example explanandum explanations framework Frankfurt School Geelong Habermas Habermas's 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 phronesis political positivism positivist praxis produced professional purpose questions rational reflection relationship requires role Routledge and Kegan scientific self-reflection sense social reality society sociology of education strategies structure task teachers teaching technical theoretical theorists theory and practice tional tions transform truth values view of educational