Practitioner Research in Teacher Education: Theory and Best Practices
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Frankfurt a.M.
Peter Lang GmbH, Internationaler Verlag der Wissenschaften
2012
|
| Ausgabe: | 1st, New ed |
| Schlagworte: | |
| Online-Zugang: | UER01 Volltext |
| Beschreibung: | Online resource; title from title screen (viewed June 27, 2019) |
| Beschreibung: | 1 Online-Ressource (346 Seiten) |
| ISBN: | 9783653009453 |
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| 245 | 1 | 0 | |a Practitioner Research in Teacher Education |b Theory and Best Practices |c Issa M. Saleh, Myint Swe Khine |
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| 505 | 8 | |a Over the past decade there has been increased interest in teachers' investigation of their own practice in their classrooms. Practitioner research is not a new concept in education and many teachers have attempted to enact and study their own practices with the view of improving teaching effectiveness. However, the findings of many of these studies are often not treated seriously by education scholars and policymakers, and not disseminated to others. In fact, the research process is perceived more as a professional development exercise for teachers to improve upon their own practices. Despite these criticisms, there is growing support for getting teachers to study their practices in the context of their own classrooms. This book has the potential of generating knowledge that not only informs and shapes teachers' practices and professional development, but also makes the stakeholders aware of critical education issues. Distinct from action research, practitioner research provides the platform for teachers to try out ideas in practice as a means of improvement and of increasing knowledge about curriculum, teaching, and learning, and the ways of transforming them | |
| 505 | 8 | |a «'Practitioner Research in Teacher Education' provides a wonderful set of chapters that take seriously the intellectual lives and professional knowledge of teachers as central to school improvement and student learning. A global dialogue about teacher empowerment, this book offers vivid case examples and well-conceptualized models of practice. It is a must-read for anyone involved in teacher education and teacher professional development.» (Christine Sleeter, California State University Monterey Bay) | |
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Datensatz im Suchindex
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| contents | Over the past decade there has been increased interest in teachers' investigation of their own practice in their classrooms. Practitioner research is not a new concept in education and many teachers have attempted to enact and study their own practices with the view of improving teaching effectiveness. However, the findings of many of these studies are often not treated seriously by education scholars and policymakers, and not disseminated to others. In fact, the research process is perceived more as a professional development exercise for teachers to improve upon their own practices. Despite these criticisms, there is growing support for getting teachers to study their practices in the context of their own classrooms. This book has the potential of generating knowledge that not only informs and shapes teachers' practices and professional development, but also makes the stakeholders aware of critical education issues. Distinct from action research, practitioner research provides the platform for teachers to try out ideas in practice as a means of improvement and of increasing knowledge about curriculum, teaching, and learning, and the ways of transforming them «'Practitioner Research in Teacher Education' provides a wonderful set of chapters that take seriously the intellectual lives and professional knowledge of teachers as central to school improvement and student learning. A global dialogue about teacher empowerment, this book offers vivid case examples and well-conceptualized models of practice. It is a must-read for anyone involved in teacher education and teacher professional development.» (Christine Sleeter, California State University Monterey Bay) |
| ctrlnum | (ZDB-114-LAC)9783653009453 (OCoLC)1224008490 (DE-599)BVBBV047019773 |
| discipline | Pädagogik |
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| edition | 1st, New ed |
| format | Electronic eBook |
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| spelling | Practitioner Research in Teacher Education Theory and Best Practices Issa M. Saleh, Myint Swe Khine 1st, New ed Frankfurt a.M. Peter Lang GmbH, Internationaler Verlag der Wissenschaften 2012 © 2011 1 Online-Ressource (346 Seiten) txt rdacontent c rdamedia cr rdacarrier Online resource; title from title screen (viewed June 27, 2019) Over the past decade there has been increased interest in teachers' investigation of their own practice in their classrooms. Practitioner research is not a new concept in education and many teachers have attempted to enact and study their own practices with the view of improving teaching effectiveness. However, the findings of many of these studies are often not treated seriously by education scholars and policymakers, and not disseminated to others. In fact, the research process is perceived more as a professional development exercise for teachers to improve upon their own practices. Despite these criticisms, there is growing support for getting teachers to study their practices in the context of their own classrooms. This book has the potential of generating knowledge that not only informs and shapes teachers' practices and professional development, but also makes the stakeholders aware of critical education issues. Distinct from action research, practitioner research provides the platform for teachers to try out ideas in practice as a means of improvement and of increasing knowledge about curriculum, teaching, and learning, and the ways of transforming them «'Practitioner Research in Teacher Education' provides a wonderful set of chapters that take seriously the intellectual lives and professional knowledge of teachers as central to school improvement and student learning. A global dialogue about teacher empowerment, this book offers vivid case examples and well-conceptualized models of practice. It is a must-read for anyone involved in teacher education and teacher professional development.» (Christine Sleeter, California State University Monterey Bay) Unterrichtsforschung (DE-588)4135175-7 gnd rswk-swf Lehrerbildung (DE-588)4035093-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Unterrichtsforschung (DE-588)4135175-7 s Lehrerbildung (DE-588)4035093-9 s DE-604 Saleh, Issa M. edt Khine, Myint Swe edt Erscheint auch als Druck-Ausgabe 9783631603284 https://www.peterlang.com/view/product/13050?format=EPDF Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Practitioner Research in Teacher Education Theory and Best Practices Over the past decade there has been increased interest in teachers' investigation of their own practice in their classrooms. Practitioner research is not a new concept in education and many teachers have attempted to enact and study their own practices with the view of improving teaching effectiveness. However, the findings of many of these studies are often not treated seriously by education scholars and policymakers, and not disseminated to others. In fact, the research process is perceived more as a professional development exercise for teachers to improve upon their own practices. Despite these criticisms, there is growing support for getting teachers to study their practices in the context of their own classrooms. This book has the potential of generating knowledge that not only informs and shapes teachers' practices and professional development, but also makes the stakeholders aware of critical education issues. Distinct from action research, practitioner research provides the platform for teachers to try out ideas in practice as a means of improvement and of increasing knowledge about curriculum, teaching, and learning, and the ways of transforming them «'Practitioner Research in Teacher Education' provides a wonderful set of chapters that take seriously the intellectual lives and professional knowledge of teachers as central to school improvement and student learning. A global dialogue about teacher empowerment, this book offers vivid case examples and well-conceptualized models of practice. It is a must-read for anyone involved in teacher education and teacher professional development.» (Christine Sleeter, California State University Monterey Bay) Unterrichtsforschung (DE-588)4135175-7 gnd Lehrerbildung (DE-588)4035093-9 gnd |
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| title | Practitioner Research in Teacher Education Theory and Best Practices |
| title_auth | Practitioner Research in Teacher Education Theory and Best Practices |
| title_exact_search | Practitioner Research in Teacher Education Theory and Best Practices |
| title_exact_search_txtP | Practitioner Research in Teacher Education Theory and Best Practices |
| title_full | Practitioner Research in Teacher Education Theory and Best Practices Issa M. Saleh, Myint Swe Khine |
| title_fullStr | Practitioner Research in Teacher Education Theory and Best Practices Issa M. Saleh, Myint Swe Khine |
| title_full_unstemmed | Practitioner Research in Teacher Education Theory and Best Practices Issa M. Saleh, Myint Swe Khine |
| title_short | Practitioner Research in Teacher Education |
| title_sort | practitioner research in teacher education theory and best practices |
| title_sub | Theory and Best Practices |
| topic | Unterrichtsforschung (DE-588)4135175-7 gnd Lehrerbildung (DE-588)4035093-9 gnd |
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