Abstract
Is the title of this chapter a contentious statement? Perhaps. Either way the response, for me is largely emotional, and divulges more about how and why I think about risk as opposed to the definition per se. Whenever the word risk is passed around in conversation it is quite often interpreted as being negative. It is a term frequently used and acted upon in a student’s learning development, but how is it acted upon by a teacher? Do we ever associate our professional learning with risk? Just as we ask students to take risks so too, I would argue, we should put ourselves in a position where the end product may not be known and we are forced to challenge our current thinking.
Access provided by CONRICYT-eBooks. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
References
Loughran, J. (2010). What expert teachers do. London/Sydney: Allen & Unwin/Routledge press.
Rajammal, T. S. (2016). Teacher effectiveness in relation to emotional intelligence and teaching aptitude among D.T. Ed. teacher trainees. India: Ashok Yakkaldevi.
Rockoff, J, E., & Speroni, C. (2011). Subjective and objective evaluations of teacher effectiveness: Evidence from New York City. Labour Economics, 18(5), 687–696.
Vygotsky, L. S., & Rieber, R. W. (1988). The collected works of LS Vygotsky: Volume 1: Problems of general psychology, including the volume Thinking and Speech (Vol. 1). Dordrecht: Springer Science & Business Media.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Philipp, E. (2017). Risk is Positive. In: Smith, K., Loughran, J. (eds) Quality Learning. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-914-0_13
Download citation
DOI: https://doi.org/10.1007/978-94-6300-914-0_13
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-914-0
eBook Packages: EducationEducation (R0)