The CPED Framework as a Network-Level Signature Pedagogy

Who Frames PoPs and Which Frames Count?

Authors

DOI:

https://doi.org/10.5195/ie.2023.349

Keywords:

Signature Pedagogy, framework development, frame analysis, transformation, stewardship

Abstract

The CPED Framework (CPED, 2022) envisions the EdD as a professionally-oriented alternative to the PhD. Within the framework, two professional aims are proposed: stewardship and scholarly practice. In this essay, I distinguish between the two terms, exploring how Erving Goffman’s (1986) concept of frame analysis can be a useful approach to stewardship. I contrast Goffman’s (1986) approach with that of frame alignment (Snow et al., 1986), noting that frames are useful for clarifying the improvement efforts of scholarly practice while also putting those who use them at risk of encapsulation. I explore how the signature pedagogy of the CPED Framework itself is such a frame. I hope this essay will be useful for faculty in CPED-informed programs designing courses to balance the dual development of scholarly practice and stewardship, and that it will be useful for CPED-informed EdD candidates integrating multiple frames into the definition and solution of PoPs.

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Published

2023-08-07

How to Cite

Evans, R. (2023). The CPED Framework as a Network-Level Signature Pedagogy: Who Frames PoPs and Which Frames Count? . Impacting Education: Journal on Transforming Professional Practice, 8(3), 44–49. https://doi.org/10.5195/ie.2023.349

Issue

Vol. 8 No. 3 (2023): Regular Issue

Section

Essays

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Copyright (c) 2023 Robert Evans

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