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ERIC Number: EJ1181635
Record Type: Journal
Publication Date: 2015-Apr
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0028-8276
Teaching as Inquiry: Well Intentioned, but Fundamentally Flawed
Benade, Leon
New Zealand Journal of Educational Studies, v50 n1 p107-120 Apr 2015
This article draws on a larger research project that questions the impacts of '21st century learning' on teachers and leaders. Implicit is an evaluation of the promise of futures pedagogies to deepen teacher reflective practice. Critical theoretic and critical hermeneutic approaches underpin this research. It therefore analyses policy and documents critically, considers existing research critically, and triangulates by reference to interview material. In arguing for a concept of collaborative, critical teacher reflective practice, this article presents teaching as inquiry as a flawed model, suggesting the label 'teaching as inquiry' be abandoned.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A