‘Trendy Theory’ and Teacher Professionalism

Ivor Goodson

26 citations0/0 files storedCambridge Journal of Education

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Education, Philosophy, and Society Teacher Education and Leadership Studies Educational theories and practices

Abstract

The attempt to stigmatise theory as trendy theory denotes an attempt to demean and demote educational theory. Likewise the advocacy of practice driven theory marks an attempt to drive theory onto a particular highway, possibly a narrow one with many cul‐de‐sacs on either side. We should do well to remain on the broad highways on which the best theory has traditionally travelled.

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1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1975An introduction to curriculum research and development 1988Becoming Critical: Education, Knowledge, and Action Research 1986The Reflective Practitioner: How Professionals Think in Action 1991Action research for educational change 2010Studying Teachers' Lives 1997Teachers' Professional Lives

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