Learning Teaching & Education Research An Evolutionary Analysis of the Role of Teachers
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Auteur:
Joanna Swann
- Engels
- Paperback
- 9781441163172
- 16 februari 2012
- 269 pagina's
Samenvatting
Drawing on evolutionary epistemology, this title presents a theory of the role and purpose of teachers. It draws on Karl Popper's evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide.
Drawing on evolutionary epistemology, Joanna Swann presents a radical new theory of the role and purpose of teachers. "Learning, Teaching and Education Research in the 21st Century: An Evolutionary Analysis of the Role of Teachers" draws on Karl Popper's evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop their facility for creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools. In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research.
Drawing on evolutionary epistemology, Joanna Swann presents a radical new theory of the role and purpose of teachers. "Learning, Teaching and Education Research in the 21st Century: An Evolutionary Analysis of the Role of Teachers" draws on Karl Popper's evolutionary epistemology and challenges widespread assumptions about learning, teaching and research that are embedded in the practices of many teachers and in the design of most education institutions worldwide. Joanna Swann argues that to promote the growth of learning we need to encourage children and adolescents to exercise and develop their facility for creativity and criticality, and that we need to provide and maintain environments in which they can safely engage in self-initiated and self-directed exploratory activity. In accessible and engaging language, the author presents philosophical arguments that support the defence and development of non-authoritarian approaches to learning and teaching that can be used by individuals and groups working in or outside state-funded schools. In particular, she provides tried-and-tested guidelines for student-initiated curricula and a problem-based methodology for professional development and action research.
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Inhoud
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- en
- Bindwijze
- Paperback
- Oorspronkelijke releasedatum
- 16 februari 2012
- Aantal pagina's
- 269
- Illustraties
- Nee
Betrokkenen
- Hoofdauteur
- Joanna Swann
- Hoofduitgeverij
- Continuum Publishing Corporation
Overige kenmerken
- Extra groot lettertype
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- Product breedte
- 157 mm
- Product hoogte
- 1.90 cm
- Product lengte
- 233 mm
- Studieboek
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- Verpakking breedte
- 156 mm
- Verpakking hoogte
- 234 mm
- Verpakking lengte
- 234 mm
- Verpakkingsgewicht
- 0.44 kg
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- EAN
- 9781441163172
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