This book calls for a new type of teacher education that empowers
teachers to be self-directed professionals. Joe Kincheloe believes
that the current trend of teaching teachers to learn an empirical
knowledge base which they then implement in their classrooms is
demeaning to teachers and teaches them not to think. He cites, for
example, the emphasis on lesson plan format, the writing of
behavioral objectives, and pre-packaged activities. One way to
achieve thoughtful empowerment is through critical action research,
or teaching practitioner thinking. The author illustrates the roots
of his theory in Deweyan learning through action and in the more
modern active learning approach. He then applies Piagetian
constructivism and critical hermeneutics to develop a post-formal
model of practitioner thought, which he labels critical
constructivism. Kincheloe theorizes on the ways such a model would
impact teaching and learning in a college of education. Autonomous,
self-reflective, critical thinking teachers who take their
profession seriously must understand the political consequences of
this approach, states the author, as it will change the face of the
school and elicit a backlash of opposition. While the book develops
a unique vision of practitioner thinking, it is also firmly
grounded in the realities of school life and is written in an
accessible style that is not geared to one specific group.
General
| Imprint: |
Praeger Publishers Inc
|
| Country of origin: |
United States |
| Series: |
Critical Studies in Education and Culture Series |
| Release date: |
March 1993 |
| First published: |
March 1993 |
| Authors: |
Joe Kincheloe
|
| Dimensions: |
235 x 156 x 17mm (L x W x T) |
| Format: |
Hardcover
|
| Pages: |
280 |
| Edition: |
New |
| ISBN-13: |
978-0-89789-270-4 |
| Categories: |
Books >
Social sciences >
General
|
| LSN: |
0-89789-270-4 |
| Barcode: |
9780897892704 |
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