chapter  10
12 Pages

Action Research and the Production of Knowledge: The Experience of an International Project on Environmental Education

WithMichaela Mayer (Italy)

This situation reflects a hypothesis, often implicit, about curricular reform and educational innovation: that it is possible to change the professionality of teachers, the way they teach, without changing their implicit image of the disciplines and of knowledge in general; or conversely, that it is possible to change the contents of teaching without changing the form and the methods, the image that the teachers have of what learning and teaching are about: Forgetting in this assumption that 'Thought about curriculum is, in one of its dimensions, thought about the nature of knowledge' (Stenhouse, 1975, p. 20).