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Teachers Studying, Teachers Researching: A Possible Role of Doctoral Training in the Professional Development of Educators

posted Oct 14, 2015, 2:32 PM by Naomi Naghi   [ updated Mar 1, 2016, 3:17 PM by Sergiu Baltatescu ]
Journal of Social Research & Policy
Volume: 5, Issue: 2, pp. 69-78
Date: December 2014
ISSN: 2067-2640 (print), 2068-9861 (electronic)

Abstract: Knowledge today means not just a compilation of static facts but rather a continual creation and acquisition of renewing contents. The concept of the learning process and of the teacher’s role has changed. The role of a researcher has been added to the often mentioned position of a facilitator: the teacher solves problems, examines and finds a solution for unique situations which are often uncertain and many times also involve conflicts of values. This present study is an overview of what this transformed concept of knowledge means with regard to teachers’ training and further training, at the same time it is also an examination of the practice of doctoral trainings and of whether or not these meet the conditions of efficient further training.

Keywords: Teacher training; Further training; Research; Scientific Literacy; Reflectivity.
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