Action Research as the Basis of a New Professionalism for Teachers in an Age of Globalisation
The paper will examine the main pedagogical challenges globalisation presents to teachers in postindustrial societies where economies become knowledge-bused as opposed to production-based. It will argue that meeting such challenges will involve the development of a new kind of teacher professionalism, and the reconceptualisation of the relationship between professional knowledge and action. The potential contributions of both western pragmatic action research theory and Confucian thought to conceptualising this new professionalism will be explored. The paper will conclude by examining the implications of the new professionalism for the organisation of teacher education and the role of Higher Education.
John ELLIOTT
Centre for Applied Research in Education, School of Education and Professional Development, University of East Anglia, UK
国际会议
北京
英文
4-30
2002-08-26（万方平台首次上网日期，不代表论文的发表时间）