Democracy, Scientific Knowledge, and Teacher Empowerment


by James W. Garrison 1988

This article suggests how and why democratic dialogue has disappeared from teacher education and from the education community. The failure of an increasing body of scientific knowledge about teaching to empower teachers is discussed. The inquiry-oriented paradigm of teacher education, which may best address these issues, is described. (Source: ERIC)


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Cite This Article as: Teachers College Record Volume 89 Number 4, 1988, p. 487-504
http://www.tcrecord.org ID Number: 523, Date Accessed: 12/12/2017 3:06:30 PM

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