Challenges Confronting the Researcher/Teacher
Conflicts of Purpose and Conduct
Bibliographic Data
| ID | 9733714 |
|---|---|
| Authors | E David Wong (Departments of Teacher Education and Educational Psychology at the College of Education at Michigan State University, East Lansing, MI 48824. His areas of research are the nature of scientific thinking and practice, analogical reasoning, and reform in science education, corresponding author) |
| Year | 1995 |
| Volume | 24 |
| Issue | 3 |
| Pages | 22 |
| Publication date | 1995-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1176021 |
| OpenAlex | W4237129969 |
| Language | EN |
| Citations received | 15 |
| References cited | 14 |
An increasing number of university faculty appreciate that the role of classroom teacher offers a valuable research perspective ( Richardson, 1994 ). However, striving to be both a researcher and a teacher presents unique and serious challenges. I refer to the Aristotelian distinction between the theoretical and practical "sciences" to characterize the nature of the conflicts I experienced as a researcher/teacher. I go on to describe how it became necessary to renegotiate traditional classroom values and expectations so that the activity of research might become a more productive part of the instructional experience. I suggest that similar kinds of tensions may be inherent to any responsible, inquiry-oriented teaching and that these challenges create opportunities to contemplate important issues about the nature of research, teaching, and curriculum
Curriculum · Educational research · Engineering ethics · Epistemology · Mathematics education · Pedagogy · Perspective (graphical · Sociology · Teacher education · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Psychology · Science Education and Pedagogy · Teacher Education and Leadership Studies
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| Unique citing works | 14 |
|---|---|
| Citations per year | 0,48 |
| Citation span | 1995 - 2026 (32) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |