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Pedagogy, Research, and Being a Curious Teacher

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A Philosophy of Schooling

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Abstract

Curiosity is one of the virtues at the centre of schooling, and is also—not coincidentally—central to research. Teachers need to be curious about what is studied and about the children and young people in their class. Much of the talk about ‘reflective practitioners’ is really about curiosity. Knowing this, pedagogy—the understanding of the process of teaching—makes sense in terms of learning, research (which is a form of learning), and therefore, curiosity. Research is a process of investigation leading to new insights, effectively shared, and this chapter explores how curiosity and research can interact in schools with teachers, pupils, and researchers beyond the school. The virtue of curiosity may help school learning overcome the influence of external performance drivers.

I will be curious and will try to find out and share and discuss what I find out.

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  1. York St John University, York, UK

    Julian Stern

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Stern, J. (2018). Pedagogy, Research, and Being a Curious Teacher. In: A Philosophy of Schooling. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71571-1_5

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  • DOI: https://doi.org/10.1007/978-3-319-71571-1_5

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  • Print ISBN: 978-3-319-71570-4

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