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#21 Tone Kvernbekk | Evidence-based Practice?
Manage episode 514153039 series 3596061
Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog에서 제공하는 콘텐츠입니다. 에피소드, 그래픽, 팟캐스트 설명을 포함한 모든 팟캐스트 콘텐츠는 Michael Weiss, Michael Noah Weiss, and Guro Hansen Helskog 또는 해당 팟캐스트 플랫폼 파트너가 직접 업로드하고 제공합니다. 누군가가 귀하의 허락 없이 귀하의 저작물을 사용하고 있다고 생각되는 경우 여기에 설명된 절차를 따르실 수 있습니다 https://ko.player.fm/legal.
In this episode, we talk with Tone Kvernbekk, Professor of Education at the University of Oslo, about how teachers think, reason, and act wisely in complex educational contexts. Drawing on her work on the nature of evidence, theory, and practical judgment, she discusses why educational practice cannot simply be based on evidence, but must be informed by it. We explore her reflections on causality, context, and the limits of instrumental thinking. Finally, Tone shares how pedagogical thought experiments can help cultivate the ability to respond thoughtfully and well to what each situation demands.
00:00:44 – Academic journey and philosophical beginnings
00:02:34 – Why theory and theory development matter in education
00:04:27 – “Nothing is as practical as a good theory”
00:06:00 – The meaning of “based” in evidence-based practice
00:08:02 – What counts as evidence?
00:11:58 – John Hattie and the limits of “what works best”
00:15:31 – Instrumentality and causality in education
00:20:02 – Four models for connecting research evidence and practice
00:22:35 – Grimen, phronesis, and Biesta – on wisdom, risk, and judgment
00:25:41 – Pedagogical thought experiments and the cultivation of ResponsAbility
00:30:06 – The responsibility of educational philosophers today
Literature:
- Kvernbekk, T. (2005). Pedaogisk teoridannelse. Insidere, teoriformer og praksis. Fagbokforlaget
- Kvernbekk, T. (2011): The Concept of Evidence in Evidence-based Practice. In: Educational Theory, Vol. 61, No. 5. University of Illinois.
- Kvernbekk, T. (2018) «Evidensbasert Pedagogisk Praksis: Utvalgte Kontroverser.» Nordisk tidsskrift for pedagogikk og kritikk,Vol. 4, 2018, pp. 136–153. http://dx.doi.org/10.23865/ntpk.v4.1153
- Kvernbekk, T. (2019) Practitioner tales: possible roles for research evidence in practice, Educational Research and Evaluation, 25:1-2, 25-42, DOI: 10.1080/13803611.2019.1617988
24 에피소드
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