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Peer reviewed Peer reviewed
ERIC Number: EJ460488
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4871
Engaging Teachers in Emancipatory Knowledge Construction.
O'Loughlin, Michael
Journal of Teacher Education, v43 n5 p336-46 Nov-Dec 1992
Some forms of constructivism are emancipatory in intent. The article describes principles of an emancipatory approach to knowledge construction, illustrating the effects of the principles on teachers' knowledge construction and practices with comments by teachers who participated in Hofstra University's Summer Institute for Teachers. (SM)
Descriptors: Constructivism (Learning), Educational Change, Elementary Secondary Education, Higher Education, Inservice Teacher Education, Institutes (Training Programs), Summer Programs, Teacher Improvement
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Hofstra University NY; Knowledge Development; Reflective Thinking; Teacher Knowledge