dc.contributor.author | Kotzee, Ben | |
dc.date.accessioned | 2024-01-22T07:04:44Z | |
dc.date.available | 2024-01-22T07:04:44Z | |
dc.date.created | 2023-12-20T10:54:43Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Professions and Professionalism. 2023, 13 (2), . | en_US |
dc.identifier.issn | 1893-1049 | |
dc.identifier.uri | https://hdl.handle.net/11250/3112914 | |
dc.description.abstract | In this paper, I investigate the place of philosophical literacy in teachers’
research literacy. Drawing on Pring, Bridges and Winch, I ask what the
relationship is between being “research literate” in the field of education and
understanding key philosophical debates in the field. I hold that properly
implementing research findings in educational practice depends on a
philosophical understanding of (a) normative, (b) conceptual and (c)
methodological matters and that, therefore, “research literacy” in education
must also include “philosophical literacy”. I question whether it is too much to
expect that, in order to become research literate, teachers must also become
philosophically literate. However, I demonstrate that questions of the utilisation
of research cannot be separated from questions of the production of research.
In the end, I hold that “research literacy” is simply a different way of looking at
deep methodological questions that have always been part of the discipline of
Education. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | The Philosophical Dimensions of Teachers’ Research Literacy | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.doi | 10.7577/pp.5346 | |
dc.identifier.cristin | 2216163 | |
dc.source.journal | Professions and Professionalism | en_US |
dc.source.volume | 13 | en_US |
dc.source.issue | 2 | en_US |
dc.source.pagenumber | 0 | en_US |