Problems of Practice As Stance

Edmund 'Ted' Hamann, Guy Trainin

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.


Keywords


epistemology, praxis, efficacy, iterative

Full Text:

PDF


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

Refbacks

  • There are currently no refbacks.




Copyright (c) 2018 Edmund Hamann, Guy Trainin

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.