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Details for article 1 of 9 found articles
| Title: |
Critical Events in Education |
| Author: |
Woods, Peter |
| Appeared in: |
British journal of sociology of education |
| Paging: | Volume 14 (1993) nr. 4 pages 355-371 |
| Year: |
1993 |
| Contents: |
From time to time, education is marked by critical events. In contrast to routine processes and any gradual cumulation of learning, these bring radical change in both pupils and teachers. They also have a confirmatory and preservation function in sustaining teachers' beliefs, interests and commitment, and aiding strategic redefinition. They could have a wider influence through a 'community of interactive professionals'. The critical events studied are marked by constructivist learning theory and relationships that generate distinct forms of communitas. They go through fairly well-defined stages from initial conceptualisation to final celebration, with a rhythm of learning between structure and freedom developing. The conditions favourable to the occurrence of critical events include legitimation within the curriculum structure, a facilitative school ethos and, above all, a critical agent. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 1 of 9 found articles
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