A Critical Approach for Building Teacher Knowledge

Stephanie Chitpin


This paper advocates a Popperian approach for empowering teachers to build knowledge when faced with uncertainty or obstacles.  It begins with a discussion of the need for schools to use a critical approach for knowledge development and sharing of knowledge.  Next, I discuss Popper’s three core concepts of critical rationalism to illustrate its relevance in teacher knowledge development, followed by a description of how journal keeping can be situated in Popper’s Three Worlds. The paper concludes with a discussion of how Popper’s approach can be effective in promoting and sustaining teacher knowledge growth.

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DOI: https://doi.org/10.5296/ije.v2i1.358

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