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* A “how to” book with a difference, which aims to ease the
stress of the research projects which are required in teacher
education courses, in professional development initiatives and in
school self-evaluation. * Each chapter will take the reader through
the practical aspects of doing a research project * Written in an
accessible manner by experienced classroom teachers working in
tandem with academic researchers. * Offers tried and tested
suggestions and examples * Focuses on how engaging in action
research can be a positive experience and can lead to greater
teacher autonomy and agency.
* A “how to” book with a difference, which aims to ease the
stress of the research projects which are required in teacher
education courses, in professional development initiatives and in
school self-evaluation. * Each chapter will take the reader through
the practical aspects of doing a research project * Written in an
accessible manner by experienced classroom teachers working in
tandem with academic researchers. * Offers tried and tested
suggestions and examples * Focuses on how engaging in action
research can be a positive experience and can lead to greater
teacher autonomy and agency.
Introduction to Critical Reflection and Action for Teacher
Researchers provides crucial direction for educators looking to
improve their teaching and maximise learning. While many students
can grasp the basic elements of researching their practice and can
write about practitioner research, some need guidance and
assistance to reflect meaningfully on their teaching practice so as
to articulate their educational values. This book provides this
guidance. By exploring how to engage in an authentic, practical and
personalised framework, the book encourages critical reflection and
action on educational practice. Moving through the process of
reflecting on practice, engaging in critical thinking and planning
and taking action, it helps the reader to subsequently generate
educational theory from their own personal learning. Examples from
the authors' experiences illustrate the issues raised in each
section, with 'Pause and Reflect' activities, guidelines for
conducting a research project and annotated further reading
available for every chapter. Introduction to Critical Reflection
and Action for Teacher Researchers is based on the idea that
reflection is in itself a deliberate action and something we must
live - it is key to understanding our practice and is a core
component of action research. This book is a valuable guide for
teachers, trainee teachers and researchers interested in reflecting
on and enhancing their teaching practice.
Introduction to Critical Reflection and Action for Teacher
Researchers provides crucial direction for educators looking to
improve their teaching and maximise learning. While many students
can grasp the basic elements of researching their practice and can
write about practitioner research, some need guidance and
assistance to reflect meaningfully on their teaching practice so as
to articulate their educational values. This book provides this
guidance. By exploring how to engage in an authentic, practical and
personalised framework, the book encourages critical reflection and
action on educational practice. Moving through the process of
reflecting on practice, engaging in critical thinking and planning
and taking action, it helps the reader to subsequently generate
educational theory from their own personal learning. Examples from
the authors' experiences illustrate the issues raised in each
section, with 'Pause and Reflect' activities, guidelines for
conducting a research project and annotated further reading
available for every chapter. Introduction to Critical Reflection
and Action for Teacher Researchers is based on the idea that
reflection is in itself a deliberate action and something we must
live - it is key to understanding our practice and is a core
component of action research. This book is a valuable guide for
teachers, trainee teachers and researchers interested in reflecting
on and enhancing their teaching practice.
Offering updated references, questions for reflection, the latest
case studies, and current advice relating to data protection and
storage, this second edition of Enhancing Practice through
Classroom Research provides an accessible introduction to
understanding and improving teaching and learning through a process
of reflection, research, and action. Divided into five parts, this
self-study action research approach emphasises the positive aspects
of enhancing practice and reflects how this can lead to higher
levels of teacher autonomy and agency. With the addition of a
chapter dedicated to the links between action research and
well-being, this book provides a step-by-step guide to beginning
your own research and covers topics such as: Identifying an area of
professional concern or interest Exploration of educational values
Developing a better understanding of practice Thinking critically
about educational practices Finding a research methodology Drawing
on the authors' new experiences of working with second level, third
level, and postgraduate educators, as well as their work designing
postgraduate programmes in the field of critical reflection and
self-study action research, this friendly guide provides a
straightforward approach to classroom research. It is the perfect
resource for all student and practising teachers looking for
support in classroom research, as well as those wanting to pursue
effective professional development or further studies in an area of
interest.
Offering updated references, questions for reflection, the latest
case studies, and current advice relating to data protection and
storage, this second edition of Enhancing Practice through
Classroom Research provides an accessible introduction to
understanding and improving teaching and learning through a process
of reflection, research, and action. Divided into five parts, this
self-study action research approach emphasises the positive aspects
of enhancing practice and reflects how this can lead to higher
levels of teacher autonomy and agency. With the addition of a
chapter dedicated to the links between action research and
well-being, this book provides a step-by-step guide to beginning
your own research and covers topics such as: Identifying an area of
professional concern or interest Exploration of educational values
Developing a better understanding of practice Thinking critically
about educational practices Finding a research methodology Drawing
on the authors' new experiences of working with second level, third
level, and postgraduate educators, as well as their work designing
postgraduate programmes in the field of critical reflection and
self-study action research, this friendly guide provides a
straightforward approach to classroom research. It is the perfect
resource for all student and practising teachers looking for
support in classroom research, as well as those wanting to pursue
effective professional development or further studies in an area of
interest.
Learning Communities in Educational Partnerships shows how theory
and practice come into lived interplay in social spaces where
theory informs practice and practice turns into theory. Drawing on
their own experiences of becoming a learning community, the authors
introduce the ideas underpinning self-study action research.
Through a series of first-hand practitioner accounts, the chapters
describe and explain how to engage in processes of inquiry and
establish learning communities, how to make space for professional
conversations and how to develop living theories from within daily
practice. The book shows how meaningful change can take place, both
in educational improvements and also in more transformative
professional learning, when educators are encouraged to draw on
their own personal educational values and share their idea
Learning Communities in Educational Partnerships shows how theory
and practice come into lived interplay in social spaces where
theory informs practice and practice turns into theory. Drawing on
their own experiences of becoming a learning community, the authors
introduce the ideas underpinning self-study action research.
Through a series of first-hand practitioner accounts, the chapters
describe and explain how to engage in processes of inquiry and
establish learning communities, how to make space for professional
conversations and how to develop living theories from within daily
practice. The book shows how meaningful change can take place, both
in educational improvements and also in more transformative
professional learning, when educators are encouraged to draw on
their own personal educational values and share their idea
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