Lawrence Stenhouse's broad teacher and the act of thinking as the conscious purpose of educational action in John Dewey

principles of investigative teaching

Abstract

The improvement of teaching skills and the consequent qualification of the educational action of teachers and educational institutions is still a thorny challenge for Pedagogy. Perhaps this is because teachers and the initial training projects they attend are not concerned with doing educational science, but with graduating educators to teach. This tendency, associated with the tension of educational spaces, revokes from teaching the study and constant investigation of teachers’ own pedagogical performance. Facing this fact, the article intends to explore this theme based on John Dewey, who in his work How We Think argues that educational action should aim at the development of reflexive thinking, and also based on Lawrence Stenhouse, who stood out in the educational scenario, with his work Investigación y desarrollo del currículum, which proposes the strengthening of the relationship between teacher and researcher, that is, the broad teacher.