Dewey's Logic as a Methodological Grounding Point for Practitioner-Based Inquiry

Autor/in	Demetrion, George
Titel	Dewey's Logic as a Methodological Grounding Point for Practitioner-Based Inquiry
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1 (2012) 3, S.161-172 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	Stellungnahme; Educational Research; Teacher Researchers; Research Methodology; Inquiry; Theories; Models; Hypothesis Testing; Logical Thinking; Problem Solving + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Research method; Forschungsmethode; Theory; Theorie; Analogiemodell; Hypothesenprüfung; Hypothesentest; Problemlösen
Abstract	The purpose of this essay is to draw out key insights from Dewey's important text "Logic: The Theory of Inquiry" to provide theoretical and practical support for the emergent field of teacher research. The specific focal point is the argument in Cochran-Smith and Lytle's "Inside/Outside: Teacher Research and Knowledge" on the significance of "systematic, intentional inquiry" as the methodological underpinning of teacher research. While Cochran-Smith and Lytle do not offer a sharply articulated definition, I refer to Dewey as providing a cogent example of how this methodology could play out within a practitioner inquiry-based format. I also discuss the usefulness of philosophical pragmatism in opening up a taproot within the theory development of teacher research. (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10