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«ПРОФЕСІОНАЛІЗМ ПЕДАГОГА: ТЕОРЕТИЧНІ Й МЕТОДИЧНІ АСПЕКТИ»

ДЕМОКРАТИЗАЦІЯ ОСВІТИ ШЛЯХОМ ЗАПРОВАДЖЕННЯ ФІЛОСОФСЬКОГО ДІАЛОГУ: ДОСВІД УЧИТЕЛІВ ІЗ УКРАЇНИ

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УДК 37.014.53
Автор статті 

Ґюро Гансен Гелскоґ

Назва статті

ДЕМОКРАТИЗАЦІЯ ОСВІТИ ШЛЯХОМ ЗАПРОВАДЖЕННЯ ФІЛОСОФСЬКОГО ДІАЛОГУ: ДОСВІД УЧИТЕЛІВ ІЗ УКРАЇНИ

Анотація

У статті висвітлено результати дослідження, проведеного серед викладацько-професорського складу із шести закладів вищої педагогічної освіти в межах проєкту «Розвиток культури демократії в освіті в Україні, Норвегії та Палестині. Викладачі ЗВО взяли участь у тренінгах, розроблених із урахуванням діалогового підходу та діалогічного філософування, а також запровадили цей підхід у своїй практичній діяльності та під час проведення тренінгів серед учителів закладів загальної середньої освіти. Головним завданням статті є висвітлення потенціалу діяльнісного підходу в підготовці майбутніх учителів для розвитку практичної мудрості як складової демократичної освіти.

Ключові слова демократизація освіти; філософський діалог; мистецтво життя; діяльнісний підхід; практична мудрість; підготовка вчителя.
Список використаних джерел                                                               
  1. Arendt, Hannah. (1963). Eichmann in Jerusalem: a Report on the Banality of Evil. London, the UK: Faber & Faber
  2. Argyris, Chris, Robert Putnam, & Diana McLain Smith. (1985). Action science, concepts, methods and skills for research and intervention. San Francisco, CA: Jossey-Bass.
  3. (2004). The Nichomachean ethics. First published by Allen & Unwin 1953. Penguin Classics 1955. Further revised edition 2004. New York, the USA: Penguin.
  4. Arneberg, Per and Lars Gunnar Briseid. (Eds.). (2008). Fag og danning – mellom individ og fellesskap [Scholarly disciplines and Edification – between the individual and the collective]. Bergen, Norway: Fagbokforlaget.
  5. Brekke, Mary. (Ed.) (2010). Dannelse i skole og lærerutdanning [Edification in school and teacher education]. Oslo, Norway: Universitetsforlaget.
  6. Bostad, Inga, and Tove Pettersen. (Eds.). (2006). Dialog og danning: det filosofiske grunnlaget for læring. [Dialogue and Edification: the philosophical foundation for learning]. Oslo, Norway: Scandinavian Academic Press.
  7. Carr, Wilfred, and Stephen Kemmis. (1986). Becoming critical: education, knowledge and action research. London, the UK: Falmer.
  8. Coghlan, David, and Teresa Brannick. (2001). Doing action research: in your own organization. London, the UK: Sage
  9. Dale, Erling Lars. (Ed.). (1992). Pedagogisk filosofi [Philosophy of pedagogy]. Oslo, Norway: Ad Notam Gyldendal.
  10. Dunne, Joseph. (1993). Back to the rough ground: 'phronesis' and 'techne' in modern philosophy and in Aristotle. Notre Dame, Indiana: University of Notre Dame Press.
  11. Eikeland, Olav, (2006). Phrónêsis, Aristotle, and Action Research. International Journal of Action Research 2(1):5-53
  12. Eikseth, Astrid Grude, Carl F. Dons, and Ninna Garm. (Eds). (2012). Utdanning mellom styring og danning: et nordisk panorama [Education between management and Edification: A Nordic panorama]. Trondheim, Norway: Akademika.
  13. Freire, Paulo. (1970). Pedagogy of the oppressed. New York, the USA: Herter and Herter.
  14. Freire, Paulo. (1992). Pedagogy of hope: reliving the pedagogy of the oppressed. London, the UK: Continuum.
  15. Gadamer, Hans Georg. (1960) (2010). Sannhet og metode [Truth and method]. Oslo, Norway: Pax forlag.
  16. Habermas, Jürgen. (1987). Knowledge and human interest. Cambridge, the UK: Polity Press.
  17. Hadot, Pierre. (1995). Philosophy as a way of life: spiritual exercises from Socrates to Foucault. Malden MA: Blackwell.
  18. Hagtvet, Bernt, and Gorana Ognjenovic. (Eds.). (2011). Dannelse: tenkning, modning, refleksjon : nordiske perspektiver på allmenndannelsens nødvendighet i høyere utdanning og forskning. [Edification: thinking, maturation, reflection: Nordic perspectives on the necessity of general Edification in higher education and research]. Oslo, Norway: Dreyers forlag.
  19. Hansen, Finn Thorbjørn. (2002). Det filosofiske liv: et dannelsesideal for eksistenspædagogikken. [The philosophical life: an educational ideal for the pedagogy of existence]. København, Norway: Gyldendal.
  20. Hansen, Finn Thorbjørn. (2008). At stå i det åpne: dannelse gennem filosofisk undren og nærvær. [To stand in the open: Edification through philosophical wonder and presence]. København, Norway: Hans Reizels forlag.
  21. Hellesnes, Jon. (1975). Sosialisering og teknokrati: Ein sosialfilosofisk studie med særleg vekt på pedagogikkens problem. [Socialization and technocracy: A social philosophical study with a special focus on the problem of pedagogy]. Oslo, Norway: Gyldendal.
  22. Hellesnes, Jon. (1969) (1992). “Ein utdana mann og eit dana menneske: framlegg til eit utvida daningsomgrep” [An educated man and a man of Edification: draft for an extended conception of Edification]. In Pedagogisk filosofi, edited by Erling Lars Dale (pp.79-103). Oslo, Norway: Gyldendal.
  23. Helskog, Guro Hansen. (2019). Philosophising the Dialogos Way toward Wisdom in Education. Between Critical Thinking and Spiritual Contemplation. London, the UK: Routledge Publishing Ltd.
  24. Helskog, Guro Hansen (2017). Searching for Wisdom the Dialogos Way. In Amir, Lydia (2017): New Frontiers in Philosophical Practice. London: Cambridge Scholars Publishing Ltd
  25. Helskog, Guro Hansen. (2015). The Gandhi Project: Dialogos philosophcal dialogues and the ethics and politics of intercultural and interreligious friendship. Educational action research, I, 1-20 DOI:10.1080/09650792.2014.980287
  26. Helskog, Guro Hansen. (2014a). The healing power of dialogos dialogues: Transformative learning through dialogical philosophizing. Open Journal of Social Sciences, 2 (11),79-83. DOI: 10.4236/jss.2014.211011.
  27. Helskog, Guro Hansen and Christian Stokke. (2014). Enhancing relational spirituality: dialogos dialogues in intercultural and interfaith education. Studies in Interreligious Dialogue. 2, 202–220.
  28. Helskog, Guro Hansen. (2014b). Moving out of conflict into reconciliation - Edification through philosophical dialogue in intercultural and interreligious education. Educational Action Research, 22 (3), 340-362. DOI: 10.1080/09650792.2014.882262.
  29. Helskog, Guro Hansen. (2013). Justifying action research. Educational Action Research, 22 (1-2014b), 4-20. DOI: 10.1080/09650792.2013.856769. Published online December 2013.
  30. Helskog, Guro Hansen and Andreas Ribe. (2008). Dialogos-praktisk filosofi i skolen. Bergen, Norway: Fagbokforlaget.
  31. Helskog, Guro Hansen and Andreas Ribe. (2009). Dialogos-veiledning for lærere og samtaleledere. Bergen, Norway: Fagbokforlaget.
  32. Kimbriel, Samuel. (2014). Friendship as sacred knowing: overcoming Isolation. New York, the USA: Oxford University Press.
  33. Klafki, Wolfgang. (1985) (2001). Dannelsesteori og didaktikk: nye studier [Theories of Edification and didactics: new studies]. Århus: Klim.
  34. Lewin, Kurt. (1946). Action research and minority problems. Journal of Social Issues 2(4), 34–46. DOI: 10.1111/j.1540-4560.1946.tb02295.x
  35. Lewin, Kurt. (1948). Resolving social conflicts: selected papers on group dynamics. New York, the USa: Harper.
  36. Lewin, Kurt. (1951). Field theory in social science: selected theoretical papers. New York, the USA: Harper.
  37. Løvlie, Lars, Klaus P. Mortensen, and Sven Erik Nordenbo. (Eds.). (2003). Educating humanity: Edification in postmodernity. Malden, Mass: Blackwell. Originally published as Løvlie, Lars, Svein Erik Nordenbo, and Klaus P. Mortensen (eds). 2002. Educationg Humanity: Edification in postmodernity. Journal of Philosophy of Education, Special Issue 36/3 Autumn 2002.
  38. Løvlie, Lars. (2013a). Kampen om barndommen [The fight about childhood]. In Ytringer: om likeverd, demokrati og relasjonsbygging i barnehagen, edited by Anne Greve, Sissel Mørreaunet and Nina Winger (pp. 15-26). Bergen, Norway: Fagbokforlaget.
  39. Løvlie, Lars. (2013b). Verktøyskolen [The tool school]. Norsk pedagogisk tidsskrift 97 (3), 185-198.
  40. Løvlie, Lars. (2004). Læreplan 2006 – fra enhetsskole til ensrettingsskole? [The curriculum of 2006 – from inclusion school to uniformity school?]. Bedre skole 4, 18–23.
  41. Løvlie, Lars. (2000). Mot et utvidet danningsbegrep [Towards an extended conception of Edification]. In KULT - i kulturforskningens tegn: en antologi, edited by Håkon W. Andersen et al (pp. 211-228). Oslo: Pax.
  42. Løvlie, Lars. (1994). Prosjektbeskrivelse. Skolen som kulturinstitusjon (Skole-KULT). [Project description. The school as a cultural institution (Skole-KULT)]. Retrieved June 18th 2013 from https://www.forskningsradet.no/prosjektbanken_beta/#/project/102116/no
  43. Løvlie, Lars. (1979). Dialektikk og pedagogikk: en studie med utgangspunkt i Hegel: åndens fenomenologi: arbeidsmanuskript, skrifter 22. [Dialectics and pedagogy: a study based in Hegel: the phenomenology of spirit]. Lillehammer, Norway: Oppland distriktshøgskole.
  44. Nielsen, Knut Aagaard, and Birger Steen Nielsen. (2006). Methodologies in action research: action research and critical theory. In Action research and interactive research: beyond theory and practice, edited by Knut Aagaard Nielsen and Lennart Svennson (pp. 63–87). Hamburg, Germany: Shaker Publishing.
  45. Ohrem, Sugurd and Odd Haddal. (2011). Med livet som pensum. Danning og læringsprosesser i folkehøgskolen. [With life on the curriculum. Edification and processes of learning in folkehøgskolen]. Oslo, Norway: Cappelen Damm akademisk. 360 B.C.E. The Republic. Translated by Benjamin Jowett. The internet classics archive. Downloaded Aug. 21 2015 from http://classics.mit.edu/Plato/republic.html
  46. Rise, Svein. (Ed.). (2010). Danningsperspektiver: teologiske og filosofiske syn på danning i antikken og i moderne tid. [Perspectives on Edification: theological and philosophical views on Edification in antiquity and in modern times]. Trondheim: Tapir.
  47. Schmidt, James. (1996). The Fool’s Truth: Diderot, Goethe, and Hegel. Journal of the History of Ideas 57.4.
  48. Skjervheim, Hans. Deltakar og tilskodar og andre essays (pp.  51-72). Oslo: Tanum.
  49. Slagstad, Rune, Ove Korsgaard, and Lars Løvlie. (Eds.). (2003). Dannelsens forvandlinger [Transformations of Edification]. Oslo, Norway: Pax.
  50. Slagstad, Rune. (2003). Dannelsens forvandlinger: et etterord [Transformations of Edification: an afterword]. In Slagstad, Rune, Ove Korsgård, and Lars Løvlie. (Eds.). Dannelsens forvandlinger (pp. 373-378). Oslo: Pax
  51. Steinsholt, Kjetil, and Stephen Dobson. (Eds.). (2011). Dannelse: introduksjon til et ullent pedagogisk landskap. [Edification: introduction to a vague pedagogical landscape]. Trondheim, Norway: Tapir.
  52. Stokke, Christian and Guro Hansen Helskog. (2014). Promoting dialogical democracy: Dialogos dialogues in Intercultural and Interfaith education. Studies in Interreligious Dialogue, 24 (2), 177-196.
  53. Straume, Ingerid. (Ed). (2013). Danningens filosofihistorie [The history of the philosophy of Edification]. Oslo, Norway: Gyldendal akademisk.
  54. Taylor, Charles. (1989). Sources of the self: the making of the modern identity. Cambridge, the UK: Cambridge University Press.
  55. Taylor, Charles. (2007). A secular age. Cambridge, the UK: Belknap Press of Harvard University Press.
  56. Tiller, Tom. 1999. Aksjonslæring: forskende partnerskap i skolen. [Action learning: Collaborative research in school]. Kristiansand: Høyskoleforlaget.
  57. Tiller, Tom, ed. 2004. Aksjonsforskning i skole og utdanning. [Action research in school and education]. Kristiansand: Høyskoleforlaget.
References (Translated and Transliterated)  
  1. Arendt, Hannah. (1963). Eichmann in Jerusalem: a Report on the Banality of Evil. London, the UK: Faber & Faber
  2. Argyris, Chris, Robert Putnam, & Diana McLain Smith. (1985). Action science, concepts, methods and skills for research and intervention. San Francisco, CA: Jossey-Bass.
  3. (2004). The Nichomachean ethics. First published by Allen & Unwin 1953. Penguin Classics 1955. Further revised edition 2004. New York, the USA: Penguin.
  4. Arneberg, Per and Lars Gunnar Briseid. (Eds.). (2008). Fag og danning – mellom individ og fellesskap [Scholarly disciplines and Edification – between the individual and the collective]. Bergen, Norway: Fagbokforlaget.
  5. Brekke, Mary. (Ed.) (2010). Dannelse i skole og lærerutdanning [Edification in school and teacher education]. Oslo, Norway: Universitetsforlaget.
  6. Bostad, Inga, and Tove Pettersen. (Eds.). (2006). Dialog og danning: det filosofiske grunnlaget for læring. [Dialogue and Edification: the philosophical foundation for learning]. Oslo, Norway: Scandinavian Academic Press.
  7. Carr, Wilfred, and Stephen Kemmis. (1986). Becoming critical: education, knowledge and action research. London, the UK: Falmer.
  8. Coghlan, David, and Teresa Brannick. (2001). Doing action research: in your own organization. London, the UK: Sage
  9. Dale, Erling Lars. (Ed.). (1992). Pedagogisk filosofi [Philosophy of pedagogy]. Oslo, Norway: Ad Notam Gyldendal.
  10. Dunne, Joseph. (1993). Back to the rough ground: 'phronesis' and 'techne' in modern philosophy and in Aristotle. Notre Dame, Indiana: University of Notre Dame Press.
  11. Eikeland, Olav, (2006). Phrónêsis, Aristotle, and Action Research. International Journal of Action Research 2(1):5-53
  12. Eikseth, Astrid Grude, Carl F. Dons, and Ninna Garm. (Eds). (2012). Utdanning mellom styring og danning: et nordisk panorama [Education between management and Edification: A Nordic panorama]. Trondheim, Norway: Akademika.
  13. Freire, Paulo. (1970). Pedagogy of the oppressed. New York, the USA: Herter and Herter.
  14. Freire, Paulo. (1992). Pedagogy of hope: reliving the pedagogy of the oppressed. London, the UK: Continuum.
  15. Gadamer, Hans Georg. (1960) (2010). Sannhet og metode [Truth and method]. Oslo, Norway: Pax forlag.
  16. Habermas, Jürgen. (1987). Knowledge and human interest. Cambridge, the UK: Polity Press.
  17. Hadot, Pierre. (1995). Philosophy as a way of life: spiritual exercises from Socrates to Foucault. Malden MA: Blackwell.
  18. Hagtvet, Bernt, and Gorana Ognjenovic. (Eds.). (2011). Dannelse: tenkning, modning, refleksjon : nordiske perspektiver på allmenndannelsens nødvendighet i høyere utdanning og forskning. [Edification: thinking, maturation, reflection: Nordic perspectives on the necessity of general Edification in higher education and research]. Oslo, Norway: Dreyers forlag.
  19. Hansen, Finn Thorbjørn. (2002). Det filosofiske liv: et dannelsesideal for eksistenspædagogikken. [The philosophical life: an educational ideal for the pedagogy of existence]. København, Norway: Gyldendal.
  20. Hansen, Finn Thorbjørn. (2008). At stå i det åpne: dannelse gennem filosofisk undren og nærvær. [To stand in the open: Edification through philosophical wonder and presence]. København, Norway: Hans Reizels forlag.
  21. Hellesnes, Jon. (1975). Sosialisering og teknokrati: Ein sosialfilosofisk studie med særleg vekt på pedagogikkens problem. [Socialization and technocracy: A social philosophical study with a special focus on the problem of pedagogy]. Oslo, Norway: Gyldendal.
  22. Hellesnes, Jon. (1969) (1992). “Ein utdana mann og eit dana menneske: framlegg til eit utvida daningsomgrep” [An educated man and a man of Edification: draft for an extended conception of Edification]. In Pedagogisk filosofi, edited by Erling Lars Dale (pp.79-103). Oslo, Norway: Gyldendal.
  23. Helskog, Guro Hansen. (2019). Philosophising the Dialogos Way toward Wisdom in Education. Between Critical Thinking and Spiritual Contemplation. London, the UK: Routledge Publishing Ltd.
  24. Helskog, Guro Hansen (2017). Searching for Wisdom the Dialogos Way. In Amir, Lydia (2017): New Frontiers in Philosophical Practice. London: Cambridge Scholars Publishing Ltd
  25. Helskog, Guro Hansen. (2015). The Gandhi Project: Dialogos philosophcal dialogues and the ethics and politics of intercultural and interreligious friendship. Educational action research, I, 1-20 DOI:10.1080/09650792.2014.980287
  26. Helskog, Guro Hansen. (2014a). The healing power of dialogos dialogues: Transformative learning through dialogical philosophizing. Open Journal of Social Sciences, 2 (11),79-83. DOI: 10.4236/jss.2014.211011.
  27. Helskog, Guro Hansen and Christian Stokke. (2014). Enhancing relational spirituality: dialogos dialogues in intercultural and interfaith education. Studies in Interreligious Dialogue. 2, 202–220.
  28. Helskog, Guro Hansen. (2014b). Moving out of conflict into reconciliation - Edification through philosophical dialogue in intercultural and interreligious education. Educational Action Research, 22 (3), 340-362. DOI: 10.1080/09650792.2014.882262.
  29. Helskog, Guro Hansen. (2013). Justifying action research. Educational Action Research, 22 (1-2014b), 4-20. DOI: 10.1080/09650792.2013.856769. Published online December 2013.
  30. Helskog, Guro Hansen and Andreas Ribe. (2008). Dialogos-praktisk filosofi i skolen. Bergen, Norway: Fagbokforlaget.
  31. Helskog, Guro Hansen and Andreas Ribe. (2009). Dialogos-veiledning for lærere og samtaleledere. Bergen, Norway: Fagbokforlaget.
  32. Kimbriel, Samuel. (2014). Friendship as sacred knowing: overcoming Isolation. New York, the USA: Oxford University Press.
  33. Klafki, Wolfgang. (1985) (2001). Dannelsesteori og didaktikk: nye studier [Theories of Edification and didactics: new studies]. Århus: Klim.
  34. Lewin, Kurt. (1946). Action research and minority problems. Journal of Social Issues 2(4), 34–46. DOI: 10.1111/j.1540-4560.1946.tb02295.x
  35. Lewin, Kurt. (1948). Resolving social conflicts: selected papers on group dynamics. New York, the USa: Harper.
  36. Lewin, Kurt. (1951). Field theory in social science: selected theoretical papers. New York, the USA: Harper.
  37. Løvlie, Lars, Klaus P. Mortensen, and Sven Erik Nordenbo. (Eds.). (2003). Educating humanity: Edification in postmodernity. Malden, Mass: Blackwell. Originally published as Løvlie, Lars, Svein Erik Nordenbo, and Klaus P. Mortensen (eds). 2002. Educationg Humanity: Edification in postmodernity. Journal of Philosophy of Education, Special Issue 36/3 Autumn 2002.
  38. Løvlie, Lars. (2013a). Kampen om barndommen [The fight about childhood]. In Ytringer: om likeverd, demokrati og relasjonsbygging i barnehagen, edited by Anne Greve, Sissel Mørreaunet and Nina Winger (pp. 15-26). Bergen, Norway: Fagbokforlaget.
  39. Løvlie, Lars. (2013b). Verktøyskolen [The tool school]. Norsk pedagogisk tidsskrift 97 (3), 185-198.
  40. Løvlie, Lars. (2004). Læreplan 2006 – fra enhetsskole til ensrettingsskole? [The curriculum of 2006 – from inclusion school to uniformity school?]. Bedre skole 4, 18–23.
  41. Løvlie, Lars. (2000). Mot et utvidet danningsbegrep [Towards an extended conception of Edification]. In KULT - i kulturforskningens tegn: en antologi, edited by Håkon W. Andersen et al (pp. 211-228). Oslo: Pax.
  42. Løvlie, Lars. (1994). Prosjektbeskrivelse. Skolen som kulturinstitusjon (Skole-KULT). [Project description. The school as a cultural institution (Skole-KULT)]. Retrieved June 18th 2013 from https://www.forskningsradet.no/prosjektbanken_beta/#/project/102116/no
  43. Løvlie, Lars. (1979). Dialektikk og pedagogikk: en studie med utgangspunkt i Hegel: åndens fenomenologi: arbeidsmanuskript, skrifter 22. [Dialectics and pedagogy: a study based in Hegel: the phenomenology of spirit]. Lillehammer, Norway: Oppland distriktshøgskole.
  44. Nielsen, Knut Aagaard, and Birger Steen Nielsen. (2006). Methodologies in action research: action research and critical theory. In Action research and interactive research: beyond theory and practice, edited by Knut Aagaard Nielsen and Lennart Svennson (pp. 63–87). Hamburg, Germany: Shaker Publishing.
  45. Ohrem, Sugurd and Odd Haddal. (2011). Med livet som pensum. Danning og læringsprosesser i folkehøgskolen. [With life on the curriculum. Edification and processes of learning in folkehøgskolen]. Oslo, Norway: Cappelen Damm akademisk. 360 B.C.E. The Republic. Translated by Benjamin Jowett. The internet classics archive. Downloaded Aug. 21 2015 from http://classics.mit.edu/Plato/republic.html
  46. Rise, Svein. (Ed.). (2010). Danningsperspektiver: teologiske og filosofiske syn på danning i antikken og i moderne tid. [Perspectives on Edification: theological and philosophical views on Edification in antiquity and in modern times]. Trondheim: Tapir.
  47. Schmidt, James. (1996). The Fool’s Truth: Diderot, Goethe, and Hegel. Journal of the History of Ideas 57.4.
  48. Skjervheim, Hans. Deltakar og tilskodar og andre essays (pp.  51-72). Oslo: Tanum.
  49. Slagstad, Rune, Ove Korsgaard, and Lars Løvlie. (Eds.). (2003). Dannelsens forvandlinger [Transformations of Edification]. Oslo, Norway: Pax.
  50. Slagstad, Rune. (2003). Dannelsens forvandlinger: et etterord [Transformations of Edification: an afterword]. In Slagstad, Rune, Ove Korsgård, and Lars Løvlie. (Eds.). Dannelsens forvandlinger (pp. 373-378). Oslo: Pax
  51. Steinsholt, Kjetil, and Stephen Dobson. (Eds.). (2011). Dannelse: introduksjon til et ullent pedagogisk landskap. [Edification: introduction to a vague pedagogical landscape]. Trondheim, Norway: Tapir.
  52. Stokke, Christian and Guro Hansen Helskog. (2014). Promoting dialogical democracy: Dialogos dialogues in Intercultural and Interfaith education. Studies in Interreligious Dialogue, 24 (2), 177-196.
  53. Straume, Ingerid. (Ed). (2013). Danningens filosofihistorie [The history of the philosophy of Edification]. Oslo, Norway: Gyldendal akademisk.
  54. Taylor, Charles. (1989). Sources of the self: the making of the modern identity. Cambridge, the UK: Cambridge University Press.
  55. Taylor, Charles. (2007). A secular age. Cambridge, the UK: Belknap Press of Harvard University Press.
  56. Tiller, Tom. 1999. Aksjonslæring: forskende partnerskap i skolen. [Action learning: Collaborative research in school]. Kristiansand: Høyskoleforlaget.
  57. Tiller, Tom, ed. 2004. Aksjonsforskning i skole og utdanning. [Action research in school and education]. Kristiansand: Høyskoleforlaget.
Сторінки 5-28

Повний текст статті

 Посилання на статтю http://pptma.dn.ua/index.php/files/142/11/51/1Helskog5-28.pdf
DOI https://doi.org/10.31865/2414-9292.11.2019.197207

 

Про журнал

Наукове видання присвячене проблемам професійної підготовки фахівців різних напрямів підготовки, широкому колу питань інноваційного розвитку сучасної освіти та науковим дослідженням у цій галузі.