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Tools for Pedagogical Inquiry: the impact of thinking skills on teachers

Baumfield, Vivienne (2006) Tools for Pedagogical Inquiry: the impact of thinking skills on teachers. Oxford Review of Education, 32 (2). pp. 23-43. ISSN 0305-4985. DOI UNSPECIFIED

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Item Type: Article
Additional Information: The article evaluates the efficacy of pedagogic practices based on thinking skills strategies in providing tools to support practitioner inquiry. Evidence from empirical work in classrooms is calibrated against the findings of a systematic review of international research into the impact of teaching thinking on teachers conducted by the author. The paper develops the concept of ‘positive dissonance’ in which inquiry is stimulated when teachers’ expectations of the pupils are disconcerted through access to feedback that suggests a higher level of interest and capability than anticipated. Drawing upon a conceptual framework based on pragmatic epistemology,, the paper concludes that the tools provided by thinking skills strategies act as both stimulus and support for teacher inquiry, facilitating the integration of theory and practice and promoting professional development.. The research for this paper exemplifies the building of knowledge by integrating the outcomes of the systematic review process with local, contextualised empirical investigation.
Divisions: IOE Departments > Departments > Learning, Curriculum and Communication
Depositing User: Atira Pure
Date Deposited: 03 Sep 2014 16:18
Last Modified: 29 Jan 2015 08:19
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