From episteme to phronesis to artistry in the study and improvement of teaching

Eisner, Elliot W.

doi:10.1016/s0742-051x(02)00004-5

Cited by 203 publications

(141 citation statements)

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“…The current international trend towards "alternative pathways" like TFA provides a stark reminder of the threats to the integrity of teacher education that bifurcates rather than integrates theory and practice. While Eisner's (2002) call that teacher education be located primarily in schools appears to be gaining support in government policy in Australia, there is perhaps a less radical, more pragmatic ground to be inhabited, a space where practice and theory are considered in a closer relationship. The community of praxis approach outlined here, albeit modest and context-specific, demonstrates the potential for effective partnerships between secondary and tertiary education in teacher education.…”

Section: Resultsmentioning

confidence: 99%

“…As Le Cornu and Ewing (2008) suggested, however, a dichotomy has been created where theory is delivered in the university and practice is delivered in school settings. Educational theorists, such as Eisner (2002) argued that a revolution is required to bridge the divide where "universities come to realize that the long-term heart of teacher education is not primarily in the university" (p. 384). Eisner's argument suggests the kinds of knowledge required in teaching is changing in a rapidly shifting school context, and that teacher education should be positioned primarily in the practice of schooling.…”

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confidence: 99%

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Developing Communities of Praxis: Bridging the theory practice divide in teacher education

Anderson

Freebody

2013

mje

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Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.La formation des enseignants au sein des universités est soumise à des pressions constantes. En effet, plusieurs nouvelles politiques éducationnelles réaffirment l’importance d’avoir des enseignants compétents et donc, une formation initiale des enseignants de qualité. Dans certains pays, le renouvellement de cet objectif a provoqué la réapparition « d’approches parallèles », telles que Teach for America / Australia, approches offrant une alternative à la formation des enseignants. Une des plaintes les plus tenaces à l’égard de leur formation est que les théories exposées au sein de ces programmes ne reflètent pas adéquatement la réalité professionnelle des enseignants. Afin de pallier à ce fossé réel ou perçu, des professeurs d’art dramatique en enseignement supérieur de l’Université de Sydney ont mis sur pied un programme d’expérience professionnelle en s’inspirant à la fois du modèle de la communauté de pratique (Lave et Wenger, 1991) et des notions de praxis de Friere (1972). L’approche de la communauté de pratique met l’accent sur l’importance d’intégrer la théorie et la pratique pour soutenir la formation des nouveaux enseignants. Cet article décrit le développement de la mise sur pied ainsi que l’évaluation de cette approche. Il explique également le raisonnement qui sous-tend sa création et la signification théorique et pratique d’une telle approche pour ceux qui forment les enseignants

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Developing Communities of Praxis: Bridging the theory practice divide in teacher education

Anderson

Freebody

2013

mje

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“…The speaker could demonstrate exemplary skill to establish his authority on the situation at hand. This is called phronesis (Eisner, 2002) and is quite a common strategy whereby the rhetorician would begin the speech by enumerating his past achievements that are worthy of accolades.…”

Section: Ethosmentioning

confidence: 99%

A Metaphoric Rhetorical Criticism on Aminuddin Baki’s Speech: Some Preliminary Findings

Shah¹,

Hassan

Shamshudeen

et al. 2014

JKMJC

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The purpose of this paper is to look at the Aminuddin Baki's Torch Movement Speech (Ceramah Gerakan Obor) from the critical theory of metaphorical perspective. The study of metaphor is considered important because it has been used by many speech writers, authors, and CEOs in big organisations to strengthen the impact of their speeches. Metaphors are used to amplify meanings in one's speech. The objective of the study is to identify the type of metaphors employed and how the metaphors are conveyed within the Torch Movement Speeches. The study also hopes to identify the direction of metaphor used in terms of positive, negative or neutral which is predominant in the speech. Numerous studies have been done on the biographical portion of Aminuddin Baki but not of the particular speeches he had made on the progression of the natives in Malaysia as a whole. The late Aminuddin Baki was known as a man of great purpose and was committed to seeing the advancement of Malaysians in education. This study used a qualitative method through a rhetorical analysis of one of Aminuddin Baki's Torch Movement speech. Using Neo-Aristotelian Criticism perspective in the analysis of speech, this study demonstrates the relevance in the application of ancient Malay metaphor in modern day communication interaction among the people.

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“…The current article seeks to explore this gap by depicting teacher writing not only as a reflective act, but as creative and aesthetic means of self-expression, all of which are vital qualities for teacher practice. It portrays teachers as artists who embody harmony, holism, and beauty, as they craft an aesthetic learning experience in the classroom, and asserts that teachers are in fact using these same craftsmanship skills as they make sense of their experiences through writing (Eisner, 2002;Ewing & Smith, 2003;Ewing & Manual, 2005). For example, teachers may shape the learning experience using skills such as ".…”

Section: Teacher As An Artist: the Teaching And Writing Processesmentioning

confidence: 99%

The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process

Yoo

2014

AJTE

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From episteme to phronesis to artistry in the study and improvement of teaching

Cited by 203 publications

References 4 publications

Developing Communities of Praxis: Bridging the theory practice divide in teacher education

Developing Communities of Praxis: Bridging the theory practice divide in teacher education

A Metaphoric Rhetorical Criticism on Aminuddin Baki’s Speech: Some Preliminary Findings

The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process

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