Department of Teaching, Learning and Teacher Education
Date of this Version
2018
Citation
Hamann, E. T., & Trainin, G. (2018). Problems of practice as stance. Impacting Education: Journal on Transforming Educational Practice 3(2), 48-50.
doi: 10.5195/ie.2018.74
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.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
CC license