Epistemic or Credal Standards for Teachers' Professional Learning and Educational Research - A Common Framework for Inquiry?

Autor:	Neil R. Hufton
Rok vydání:	2000
Předmět:	Foundherentism Educational research Arts and Humanities (miscellaneous) Foundationalism Professional learning community Teaching method Mathematics education Sociology Relation (history of concept) Professionalization Relativism Education Epistemology
Zdroj:	Teachers and Teaching. 6:241-257
ISSN:	1470-1278 1354-0602
DOI:	10.1080/713698741
Popis:	Three potential epistemic standards for teachers' professional learning are reviewed and criticised: foundationalist, Popperian, and decision-theoretic. Susan Haack's 'foundherentism' is outlined and proposed as supplying an adequate credal standard for the rigorous conduct of both teachers' professional learning and educational research. It is argued that foundherentism offers an alternative to radical relativism, which can also accommodate within a common framework, both the findings of rigorous research and the 'subjective', even 'tacit' beliefs of teachers. Sources of credal difference between teachers' professional learning and educational research, and what is involved in bringing these into a more rational and fruitful relation to each other, are finally considered.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::2f6df79f71cd05c790e9079c24f62a60 https://doi.org/10.1080/713698741 Zobrazit plný text záznamu