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Knowledge, Creativity and FailureConclusion

Knowledge, Creativity and Failure: Conclusion [Despite their best efforts to the contrary, classroom teachers often regard educational theory as irrelevant to their needs. The fault is not theirs alone: too often, theory remains too high and disconnected from the on-the-ground realities of teaching and learning. When embraced, though, theory can offer teachers a way to speak back to dangerous developments in the field of contemporary education that threaten to silence them. This chapter proposes that by enabling teachers to understand what they do, and how to do it better, educational theory offers the potential to bring teachers, administrators and regulators together in the pursuit of robust and rigorous pedagogy.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Knowledge, Creativity and FailureConclusion

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Publisher
Springer International Publishing
Copyright
© The Editor(s) (if applicable) and The Author(s) 2016
ISBN
978-3-319-41065-4
Pages
103 –116
DOI
10.1007/978-3-319-41066-1_5
Publisher site
See Chapter on Publisher Site

Abstract

[Despite their best efforts to the contrary, classroom teachers often regard educational theory as irrelevant to their needs. The fault is not theirs alone: too often, theory remains too high and disconnected from the on-the-ground realities of teaching and learning. When embraced, though, theory can offer teachers a way to speak back to dangerous developments in the field of contemporary education that threaten to silence them. This chapter proposes that by enabling teachers to understand what they do, and how to do it better, educational theory offers the potential to bring teachers, administrators and regulators together in the pursuit of robust and rigorous pedagogy.]

Published: Sep 18, 2016

Keywords: Educational Theory; Knowledge Legitimation; Epistemic Relation; Coeducational Schooling; Subject Matter Specialist

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