Training in how to undertake practical research (referred to as
action research) is not usually part of teacher training. Moreover,
this book argues that curriculum inquiry belongs to the
practitioner who is best placed to research his or her own
practice. Obviously the teacher or lecturer is ill-equipped to
conduct such research without the vital tools.;This book describes
57 of these action research tools - at least ten of which are
developed and offered for the first time. Additionally, the author
documents the historical development and changing nature of action
research in the curriculum and encourages teacher development
through curriculum inquiry.
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