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- W2540866016 abstract "As we near the 100th anniversary of John Dewey’s work Democracy and Education, his ideas continue to resonate with the dispositions of mind that underlie action research. This chapter blends Dewey’s ideas about learning with the work of contemporary cognitive scientists who have explored novice-expert distinctions and pointed to the importance of a generative-adaptive form of educator expertise. Drawing on these frameworks, the authors describe three pathways that shape teacher-learning throughout their careers and lead to very different forms of expertise. The third pathway leads to adaptive/generative teaching expertise, which, in practice, fits exceptionally well with action research. The authors recommend a wholesale reorganization of teacher education and ongoing professional development in education, with broad curricular, societal, and infrastructural implications." @default.
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- W2540866016 date "2016-10-27" @default.
- W2540866016 modified "2023-09-26" @default.
- W2540866016 title "Action Research and the Development of Expertise: Rethinking Teacher Education" @default.
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- W2540866016 doi "https://doi.org/10.1057/978-1-137-40523-4_40" @default.
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