J. Elliott's Influence in the International Educational Field
The paper begins with a personal acknowledgement of when and how the work of J. Elliott influenced the author during the post-graduate studies in Spain and in the U.K and in the courses that author participated in together with J. Elliott in Spain. In the following, three main areas of J. Elliott�...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2004 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:1168 |
| Acceso en línea: | https://ddd.uab.cat/record/1168 https://dx.doi.org/urn:doi:10.5565/rev/educar.249 |
| Access Level: | acceso abierto |
| Palabra clave: | Contribució d'Elliott Pràctiques d'aula plurals Aprenentatge de l'alumne Formació continuada Canvi social Recerca en l'acció Elliott's contribution Spain Pluralistic classroom practice Students' learning In-service training Social change Action research Contribución de Elliott Prácticas de aula plurales Aprendizaje del alumno Formación continuada Cambio social Investigación en la acción |
| Sumario: | The paper begins with a personal acknowledgement of when and how the work of J. Elliott influenced the author during the post-graduate studies in Spain and in the U.K and in the courses that author participated in together with J. Elliott in Spain. In the following, three main areas of J. Elliott's contribution to the educational field in Spain are identified: - Contrary to the process-product model which then prevailed, Elliott strongly advocated a pluralistic view of classroom practice and reality: teaching should cause learning which means shifting the point of research consideration from students' performance to the activities of the teachers. -In contrast to the process-product model. self-experience is highly regarded: facilitating and/or providing opportunities for the development of students' learning. The teacher sets the scene, but learning is ultimately the responsibility of the students. - Elliott's introduction of action-research in the field of in-service training opened the view for the reflective practitioner of professionalism, based on a different understanding of the nature of the social change. This model is based on the ability to act intelligently in situations which are sufficiently known and unique. Following these three main areas of influence, the paper gives details on how these areas have been developed further, which domains are still in practice and which have changed with regard to other recent development. |
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