Stephanie Chitpin is Associate Professor of Leadership, Evaluation, Curriculum and Policy Studies at the Faculty of Education, University of Ottawa, Canada.

Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.

1. Why a Popperian Approach to Teacher Education: Critical Rationalism in Teaching and Learning 2. A Popperian Approach to Building Teachers' Knowledge 3. Why Popper's View of Rationality Should be Considered for Promoting Teachers' Knowledge 4. Guiding Pre-Service Teachers' Reflections: A Popperian Analysis using the Objective Knowledge Growth Framework 5. Capturing Pre-Service Teachers' Knowledge Growth: Popper's Philosophy of Science and the Objective Knowledge Growth Framework 6. Advancing Pedagogy through Counter-Inductivity 7. The Objective Knowledge Growth Framework: A Framework for Principals' Emotional Decision making 8. Principals and the Professional Learning Community: Learning to Mobilize Knowledge 9. Making Just Tenure and Promotion Decisions using the Objective Knowledge Growth Framework