Problems of Practice As Stance

Authors

DOI:

https://doi.org/10.5195/ie.2018.74

Keywords:

epistemology, praxis, efficacy, iterative

Abstract

This piece describes a steadily changing, teacher leadership-oriented, CPED-affiliated, education doctorate (EdD) program that is housed in a department of curriculum and instruction. It situates the program design in relation to four key concepts—epistemology, praxis, efficacy, and iterative processes—while highlighting CPED’s core stance that the voice of the professional practitioner needs to be inserted into discussion of educational change, not as the target of policy, nor the object of research, but rather as a coequal partner in a research/policy/ practice triad in which practitioner insights related to context are key for the viability of educational efforts.

Author Biography

Edmund 'Ted' Hamann, University of Nebraska-Lincoln

Professor, Dept. of Teaching, Learning, and Teacher Education

Coordinator of our dept's CPED-affiliated EdD program

Anthropologist of education interested in schooling and transnationally mobile students and comparative education.

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Published

2018-06-20

How to Cite

Hamann, E. ’Ted’, & Trainin, G. (2018). Problems of Practice As Stance. Impacting Education: Journal on Transforming Professional Practice, 3(2). https://doi.org/10.5195/ie.2018.74

Issue

Vol. 3 No. 2 (2018): CPED Principles

Section

Themed Section

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