Beyond Reflection: Perception, virtue, and teacher knowledge

Hostetler, Karl

doi:10.1080/00131857.2014.989950

Cited by 12 publications

(14 citation statements)

References 12 publications

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“…In contrast to this, a number of educationalists have presented a different stance (for instance, Carr and Hartnett, 1996;Carr, 1999 andMcLaughlin, 1999;Eisner, 1999;Nixon, 2004;Elliott, 2001;McIntyre, 2005;Biesta, 2012;Hammersley, 2005;Oancea and Furlong, 2007;Furlong, 2013;Hostetler, 2016). Unlike those appealing to an evidence-based applied science, they invite one to take a step back and reflect on the very nature of educational research.…”

Section: 1mentioning

confidence: 99%

A phronetic approach to educational design-based research: Issues and aspirations

Bardone

Bauters

2017

EDeR

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This paper is a theoretical attempt to show how the Aristotelian notion of phronesis may provide a fruitful viewpoint to trigger and animate a series of discussions on educational design-based research. In particular, we focus on the overall meaning that the notions of intervention and theory can acquire. What concerns the former, phronesis helps avoid interpreting intervention as the making of an object, be it a learning environment, an application, a piece of software. Conversely, it posits that intervention can be fruitfully located within teachers’ professional judgment. The specific focus on professional judgment helps point to a different conception of “theory”, which does not revolve around the development of generalized principles informing the practice. Conversely, theory can be viewed as the effort to articulate teachers’ experiences in the form of stories “from the field”.

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Section: 1mentioning

confidence: 99%

A phronetic approach to educational design-based research: Issues and aspirations

Bardone

Bauters

2017

EDeR

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“…However it adds an important element (cf. ( Hostetler 2016 ; Kinsella 2012 )). In the light of phronesis we may argue that reflexivity is already embedded in the exercise and application of judgment ( Birmingham 2004 ), which, in turn, is rooted in the researcher’s formation ( Building ) ( Green 2011 ).…”

Section: Conceptions Of Intervention and Models Of Deliberationmentioning

confidence: 99%

“…Focusing on formation also rehabilitates a family of apparently pre-reflective cognitive “faculties” – often undermined because of their inevitable ambiguity and vagueness, in which a summary appraisal of a situation is already made without indulging in any process of further reflection. We are talking about abilities such as intuition, perception, acuity of vision, and ability to read the situation ( Hostetler 2016 ; Kinsella 2012 ).…”

Section: Conceptions Of Intervention and Models Of Deliberationmentioning

confidence: 99%

Towards a phronetic space for responsible research (and innovation)

Bardone

Lind

2016

Life Sci Soc Policy

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The term Responsible Research and Innovation has recently gained currency, as it has been designated to be a key-term in the European research framework Horizon 2020. At the level of European research policy, Responsible Research and Innovation can be viewed as an attempt to reach a broader vision of research and innovation as a public good. The current academic debate may be fairly enriched by considering the role that phronesis may have for RRI. Specifically, in this paper we argue that the current debate might be fruitfully enriched by making a categorial shift. Such a categorial shift involves moving away from the temptation to interpret responsible research and innovation in a technocratic way towards a more pluralistic vision that is rooted in the idea of phronesis. In the present context phronesis points the attention to the cultivation and nurturement of the researcher’s formation as a type of engagement with the actual practice of researching, a practice in which researchers (and other parties concerned) are called to apply judgment and exercise discretion in specific and often unique situations without the re-assuring viewpoint of the technician.

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“…En contraposición al modelo técnico, la corriente reflexiva entiende que las docentes ocupan una posición privilegiada en el proceso socializador que representa la escuela: ellas son las principales mediadoras de la cultura escolar y, como protagonistas de estos procesos, poseen unos saberes específicos, o "conocimiento práctico", que movilizan en el ámbito de su práctica cotidiana (Clandinin y Connelly, 2000;Hostetler, 2016;Russell, 2018). Bajo este prisma, se reconoce el valor de la reflexión como mecanismo para explicitar esos conocimientos, que muchas veces operan a un nivel tácito, cuestionar algunas creencias y generar nuevas y más profundas formas de comprensión.…”

Section: Introducción Y Marco Teóricounclassified

Voz del alumnado y mejora docente. Una investigación en centros educativos en Cantabria

Saiz-Linares¹,

López²,

Rada³

2019

Rev. Complut. Educ

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Configurar espacios dialógicos en las aulas donde se escuchen las voces del alumnado para comprender qué visión tiene este colectivo sobre la realidad educativa representa un elemento de valor para propiciar procesos reflexivos en los docentes dirigidos a la transformación y a la mejora escolar. En este trabajo presentamos algunas de estas reflexiones, que proceden de una serie de entrevistas semi-estructuradas realizadas a 31 profesionales educativos (orientadores, directores, maestros especialistas...) que han participado en la puesta en marcha de experiencias de voz del alumnado en 9 escuelas de Educación Infantil, Primaria y Secundaria de Cantabria (España). Utilizamos una codificación temática para sistematizar los significados que estos profesionales entrevistados atribuyen a dichas experiencias. Los resultados más relevantes analizan cómo el proyecto colaborativo ha ayudado a construir una cultura escolar más democrática; cómo escuchar la voz del alumnado ha suscitado cambios en su labor docente hacia un profesional más dialógico e inclusivo; y de qué manera han trasformado la imagen sobre sus alumnos hasta verles como compañeros críticos en los procesos de cambio.

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Beyond Reflection: Perception, virtue, and teacher knowledge

Cited by 12 publications

References 12 publications

A phronetic approach to educational design-based research: Issues and aspirations

A phronetic approach to educational design-based research: Issues and aspirations

Towards a phronetic space for responsible research (and innovation)

Voz del alumnado y mejora docente. Una investigación en centros educativos en Cantabria

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