A doctoral graduate's return to the elementary classroom: An example of sociological ambivalence |
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| Institution: | 1. College of Management, Shenzhen University, Shenzhen, 518061, China;2. School of Government, Shenzhen Univeristy, Shenzhen, 518061, China;3. Center for Energy & Environmental Policy Research, Beijing Institute of Technology, Beijing, 100081, China;1. Department of Psychology, University of Zurich, 8050 Zurich, Switzerland;2. Department of Psychology, City, University of London, London EC1V 0HB, UK;3. Department of Computer Science, Universitat de Lleida, Carrer de Jaume II, 67, 25001 Lleida, España;4. Faculty of Human Sciences, University of Cologne, 50931 Cologne, Germany;5. Department of Psychology, Bremen University, 28359 Bremen, Germany;6. International Center for Mathematical Modeling in Physics and Cognitive Sciences Linnaeus University, Sweden;1. Hong Kong Baptist University, Hong Kong;2. Singapore Management University, Singapore;3. Northwestern University, United States;1. Yale University, United States |
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| Abstract: | The importance of critical reflection in teaching has been well established in the educational literature. However, the author expands the discussion of critical reflection by using a heuristic inquiry approach to examine his transition from graduate school back to the elementary classroom. Using journal entries as his primary data source, he argues that schools and universities are characterized by three sets of conflicting norms-doing and thinking, acceptance and debate, and dependency and autonomy. He also argues that “practitioner scholars,” those who try to reconcile their roles as both practitioners and scholars, may experience what is often referred to as “sociological ambivalence.” |
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