Detail What might Confucius have to say about action research?   Oleh:  Elliott, John ; Tsai, Ching-tien Jenis: Article from Journal Dalam koleksi: Educational Action Research vol. 16 no. 04 (Dec. 2008), page 569–578. Topik: Confucian Thought And Action Research; Teacher As Researcher; Lesson And Learning Study; Curriculum Development And The Teacher Fulltext: 435250__905298988.pdf (93.33KB) Isi artikel This paper looks at the western notion of ‘teacher as researcher’, as originally developed by Lawrence Stenhouse and his associates, in the light of what Confucius had to say about education and learning. The paper demonstrates that the Confucian account of education and learning is similar in many respects to the notion of the ‘teacher as researcher’. Both treat knowledge as provisional and open to question and discussion. It is argued that both Confucius and Stenhouse view learning as a personal and reflective creation of meaning from the cultural legacy, for the purpose of taking wise and intelligent action in the circumstances of everyday life. Moreover, both view learning as a socially interactive as opposed to an individualistic process. Although Confucius’s idea of the ‘teacher as a learner’ does not explicitly acknowledge the learning of pedagogical strategies through teacher research, the authors point out the emergence of Lesson and Learning Studies in the Asian Pacific region, which are culturally saturated with Confucian constructs of education and learning. The paper concludes by arguing that western educationalists who advocate ‘teacher research’ would benefit from more dialogue with east Asian educators who are engaged with versions of educational action research that have been shaped by Confucian culture. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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