Results 141 to 150 of about 113,243 (341)

‘These reforms have teeth’: The affective dimensions of teacher education policy enactment

British Educational Research Journal, EarlyView.
Abstract The affective dimensions of education policy enactment have often received less attention in the research literature, especially regarding teacher education policy. This article reports on a study of the affective responses of university‐based teacher educators in England to the significant initial teacher education reforms of 2019–2022: the ...
Ian Cushing, Viv Ellis
wiley   +1 more source

Trust, Testimony, and the Epistemic Value of Historical Narrative

História da Historiografia
A significant contribution of narrativist philosophy of history (whether analytical, phenomenological, or  poststructuralist) lies in its critique of relying solely on "strictly" epistemic criteria to evaluate historical narratives.
Verónica Tozzi
doaj   +1 more source

Re‐thinking teachers' professional development: An analysis of National Professional Qualifications for school leaders in England

British Educational Research Journal, EarlyView.
Abstract This article considers how teachers' professional development could be redeveloped to help address the current crisis in teacher recruitment and retention by offering greater intellectual rigour and more opportunities for intellectual growth. Our analysis is focused on the UK government's current policy for leadership development in schools in
Mark Innes, Elizabeth Gregory, Louisa Dawes   +2 more
wiley   +1 more source

Epistemic foundations of democratic authority

, 2017
Until recently, epistemic considerations have not been relevant for answering the question about democratic authority. It was usually considered that justifications that go in the direction of knowledge, truth or correctness favored decision making by experts rather than democratic decision making.
openaire   +2 more sources

Operationalising global education in teacher education and training: A model for contextualising terminology

British Educational Research Journal, EarlyView.
Abstract Despite a growing international consensus that students need to be provided with the type of education that effectively prepares them to engage in and contribute to their globalised world, and that teachers need to be appropriately trained to facilitate this teaching and learning, ‘global education’ continues to be hindered by a lack of ...
Sarah‐Louise Jones, Miriam Ham, Karena Menzie‐Ballantyne   +2 more
wiley   +1 more source

Epistemic Authority, Preemption and Normative Power [PDF]

, 2014
McMyler, Benjamin
core   +1 more source

Epistemic Schmagency? [PDF]

, 2018
Constructivist approaches in epistemology and ethics offer a promising account of normativity. But constructivism faces a powerful Schmagency Objection, raised by David Enoch.
Flowerree, A. K.
core  

‘It's all very well having a diverse curriculum, but if there is no curriculum, it can be as diverse as you like’: Precarity and decolonising in the neoliberal UK higher education system

British Educational Research Journal, EarlyView.
Abstract Drawing upon interview research across two academic departments as part of the early stages of a ‘decolonise the curriculum’ initiative at a Southern UK university, this study highlights a growing gulf between policy and practice in efforts to address systemic racial inequalities in UK universities. A reliance upon precarious labour, a culture
Triona Fitton, Barbara Adewumi, Laura R. Bailey, Jacob W. Moore, Lauren‐Marie Aba Amoah   +4 more
wiley   +1 more source

Religious Conversion, Transformative Experience, and Disagreement [PDF]

, 2018
Religious conversion gives rise to disagreement with one’s former self and with family and friends. Because religious conversion is personally and epistemically transformative, it is difficult to judge whether a former epistemic peer is still one’s ...
De Cruz, Helen
core   +1 more source

Causal and Epistemic Relevance in Appeals to Authority

, 2015
Sebastiano Lommi
openalex   +2 more sources