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| Titel: |
Educational Research and Teaching: a response to David Hargreaves' TTA lecture |
| Auteur: |
Hammersley, Martyn |
| Verschenen in: |
British educational research journal |
| Paginering: | Jaargang 23 (1997) nr. 2 pagina's 141-161 |
| Jaar: |
1997-04 |
| Inhoud: |
David Hargreaves has argued that educational research fails to provide a sound evidence-base for teaching: it does not generate a cumulative body of knowledge; and it is not geared to resolving the classroom problems that teachers face. As a solution, he recommends that teachers play a more central role in setting the agenda for research and in carrying it out. I accept much of Hargreaves' criticism of educational research as failing to develop cumulative knowledge, but I suggest that the problems involved in this are more difficult than he acknowledges, and that what he proposes is likely to worsen rather than solve the problem. I also question whether research can fulfill the direct role in relation to practice which Hargreaves envisages. He appeals to the example of evidence-based medicine, but I suggest that this is problematic even in its own context. I conclude by raising questions about the sort of central planning of research that Hargreaves recommends. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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