Becoming Critical
Education Knowledge and Action Research
Published on 2. September 2003
260 pages
978-1-135-38928-4 (ISBN)
Description
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.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Product notice
Reflowable
File size
0,62 MB
ISBN-13
978-1-135-38928-4 (9781135389284)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
05/1986
1st Edition
Routledge Falmer
€292.60
Shipment within 3-4 weeks
Book
05/1986
1st Edition
Falmer Press Ltd
€75.00
Shipment within 3-4 weeks
Persons
Wilfred Carr School of Education University College of North Wales. Stephen Kemmis School of Education Deakin University.
Content
Introduction Chapter 1 Teachers, Researchers and Curriculum Chapter 2 The Natural Scientific View of Educational Theory and Practice Chapter 3 The Interpretive View of Educational Theory and Practice Chapter 4 Theory and Practice: Redefining the Problem 6 Towards a Science of Educational Research Chapter 5 A Critical Approach to Theory and Practice Chapter 6 Towards a Critical Educational Science Chapter 7 Action Research as Critical Educational Science Chapter 8 Educational Research, Educational Reform and the Role of the Profession
