Action Research and the Development of Expertise: Rethinking Teacher Education
| Autor: | Lonnie L. Rowell, Margaret Riel |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
John dewey
media_common.quotation_subject 05 social sciences Professional development 050401 social sciences methods 050301 education Problem context Cognition Teacher education Democracy 0504 sociology Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Engineering ethics Sociology Action research 0503 education Generative grammar media_common |
| Zdroj: | The Palgrave International Handbook of Action Research ISBN: 9781137441089 |
| DOI: | 10.1057/978-1-137-40523-4_40 |
| Popis: | As we near the 100th anniversary of John Dewey’s work Democracy and Education, his ideas continue to resonate with the dispositions of mind that underlie action research. This chapter blends Dewey’s ideas about learning with the work of contemporary cognitive scientists who have explored novice-expert distinctions and pointed to the importance of a generative-adaptive form of educator expertise. Drawing on these frameworks, the authors describe three pathways that shape teacher-learning throughout their careers and lead to very different forms of expertise. The third pathway leads to adaptive/generative teaching expertise, which, in practice, fits exceptionally well with action research. The authors recommend a wholesale reorganization of teacher education and ongoing professional development in education, with broad curricular, societal, and infrastructural implications. |
| Databáze: | OpenAIRE |
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