出版社：LEARN (Leading English Education and Resource Network)
摘要：As teacher educators and participants in the US-based Carnegie Project for theEducation Doctorate (CPED) initiative to differentiate the Ed.D/Ph.D., we haveprogrammatic commitments to the centrality of practitioner knowledge for shapingprofessional development. Through CPED, we structure opportunities for localeducators to develop their professional practices within their graduate studies towardan Ed.D, while maintaining full-time educational work commitments. Concurrently,we examine and document how CPED creates room, alongside concrete practice, tocultivate, promote, and value the voices, sensibilities, and capacities of practitionersengaged in advanced practices. In doing so, we confront marginalization ofpractitioners’ perspectives in the field and seek conditions and supports that insist oneducators’ primary role in the complex project of education worldwide.
