A01=Stephanie Chitpin
Applied Education Research
Associate Teacher
Author_Stephanie Chitpin
Build Teacher Knowledge
Category=JN
Category=JNA
Category=JNMT
Category=JNT
counter-inductive reasoning
critical rationalism education
Critical Self-learning
Damasio's Somatic Marker Hypothesis
Damasio’s Somatic Marker Hypothesis
educational decision making
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Error Elimination
Error Elimination Process
Karl Popper
Knowledge Acquisition
knowledge building framework
Knowledge Growth
Objective Knowledge Growth Framework
P2 Refer
philosophy of education
philosophy of science teaching
Popper Cycle
Popper's Critical Rationalism
Popperian knowledge growth in schools
Pre-service Teachers
Prescribed School Curriculum
Professional Development
Professional Knowledge Growth
Professional Learning Community
Reflective Practice
Reflective Teaching
Scholastic Web Site
Stephanie Chitpin
teacher professional development
teaching and learning
Teaching Scores
Tentative Theory
Theory T2
Tim's Tenure
Product details
- ISBN 9780815381853
- Weight: 453g
- Dimensions: 152 x 229mm
- Publication Date: 17 Nov 2017
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.
Stephanie Chitpin is Associate Professor of Leadership, Evaluation, Curriculum and Policy Studies at the Faculty of Education, University of Ottawa, Canada.
