International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Ponte Petra
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5 items
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The objective of this article was to describe collaboration of the collaborative action research participants in detail and describe what they have learned. The participants were fourteen secondary teachers who came from different regions of the Netherlands, three facilitators and an academic researcher. The findings suggest that participants contributed to the collaboration by investing time and effort (contextual conditions) and by staying open, taking each others’ opinions seriously and learning how to be critical without passing judgment (communicative conditions). The authors argue that successful collaboration that includes the knowledge and questions of the participants offers an open space for authentic learning through dialogue.
Published: 2010
Updated: May. 22, 2012
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In this paper, the authors will set out in detail how, on the basis of the standard repertory grid application, they developed a repertory interview method. The method, which developed by the authors, can be used to collect data that could foster a thorough understanding of the inherent moral significance of teachers’ day-to-day classroom interactions.
Published: 2010
Updated: Apr. 14, 2011
3
Action research can be understood as a complex interplay between local circumstances and local research traditions, embedded in their turn in local intellectual-philosophical traditions, national as well as international. In this paper, the authors will reflect on action research issue. They base their reflections on the Nordic tradition of bildung (bildning) and the continental European tradition of pedagogy as human science.
Published: 2009
Updated: May. 18, 2009
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The aim of the study was to describe students' and teacher educators' practical experience with action research and to identify a number of special points for consideration (opportunities and limitations) which could play a role in putting research into practice in concrete terms in the courses. Students and teacher educators on three Dutch initial teacher education programmes which treat action research as both a means of professional development and a necessary professional qualification were involved. These were programmes for specific teaching levels and subjects in Dutch schools.
Published: 2008
Updated: Apr. 01, 2008
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The aim of this article is to pause to allow time to reflect on the concept of practitioner research from a perspective that sees knowledge, knowledge-constitutive interests and knowledge construction as interrelated.
Published: 2007
Updated: Feb. 03, 2008