Buch, Englisch, Band 50, 142 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 361 g
A Primer on Doing Authentic Inquiry Research on Teaching and Learning
Buch, Englisch, Band 50, 142 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 361 g
Reihe: Bold Visions in Educational Research
ISBN: 978-94-6300-294-3
Verlag: Brill Academic Publishers
Using a sociocultural approach to critical action research, this book is a primer in doing reflexive, authentic inquiry research in teaching and learning for educators as teacher researchers. Rather than the artificial dichotomy between theory and practice, the roles of teacher and researcher are instead seen in a dialectic relationship (indicated by the symbol “ ” in teacher researcher) in which each informs and mediates the other in the process of revising and generating new knowledge that is of benefit to those being researched.
In addition to providing a theoretical foundation for authentic inquiry, Being a Teacher Researcher provides a detailed framework with ideas and strategies that interested educators can apply in exploring teaching and learning in both formal and informal settings. It provides concrete examples of how to use authentic inquiry as a basis for collaborating with others to improve the quality of teaching and learning while cogenerating new theory and associated practices that bridge what has been described as a theory-practice divide. Included in this book are how to plan and carry out authentic inquiry studies, choosing appropriate methodologies, methods of data collection and analysis, negotiating research with human participants, using authenticity criteria and characteristics, and addressing challenges and conflicts for teacher researchers.
Alexakos
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In addition to providing a theoretical foundation for authentic inquiry, Being a Teacher Researcher provides a detailed framework with ideas and strategies that interested educators can apply in exploring teaching and learning in both formal and informal settings. It provides concrete examples of how to use authentic inquiry as a basis for collaborating with others to improve the quality of teaching and learning while cogenerating new theory and associated practices that bridge what has been described as a theory-practice divide. Included in this book are how to plan and carry out authentic inquiry studies, choosing appropriate methodologies, methods of data collection and analysis, negotiating research with human participants, using authenticity criteria and characteristics, and addressing challenges and conflicts for teacher researchers.
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