Professor
Department of Curriculum and Pedagogy (EDCP)
His scholarly interests in curriculum and pedagogy focus on how education practitioners think about their work and construct their professional knowledge and expertise. Dr. Grimmett’s earlier work studied how teachers use processes like reflection and action research to enhance their understanding of practice. This focus was embellished to examine how teachers’ professional commitment and identity is influenced by the socio-political-cultural contexts in which they do their work.
Contributions:
Grimmett, P.P., & Halvorson, M. (2010). From understanding to creating curriculum: The case for the co-evolution of re-conceptualized design with re-conceptualized curriculum. Curriculum Inquiry, 40 (2), 241-262.
Grimmett, P.P., & MacKinnon, A.M. (1992). Craft knowledge and the education of teachers. In G. Grant (Ed.), Review of Research in Education, Volume 18 (pp. 385-456). Washington, DC.: American Educational Research Association
Grimmett, P.P. (In press, 2015). Academic leadership: Careerism with a sense of calling. In Clift, R.T., Loughran, J.J., Mills, G., & Craig, C. (Eds.), Inside the role of Dean: International perspectives on leading in higher education. New York, NY: Routledge.
Grimmett, P.P. (2015). Re-visioning decision-making in educational leadership. In S. Chitpin & C. Evers, (Eds.), Decision-making in educational leadership: Principles, policies and practices (pp. 110-128). New York, NY: Routledge.
Grimmett, P.P., & Young, J.C. (2012). Teacher certification and the professional status of teaching in North America: The new battleground for public education. Charlotte, NC: Information Age Publishers (219 pages).
Keywords:
Teacher education; Curriculum and pedagogy; Education policy; Reflective practice; Practitioner inquiry; Educational leadership.
peter.grimmett@ubc.ca
Departmental profile page
Departmental profile page