Search results for: Wall Kate
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Stories of Practitioner Enquiry: Using Narrative Interviews to Explore Teachers’ Perspectives of Learning to Learn
This article describes the decision to use narrative interviews in conjunction with an iterative validation process between the researchers and the participating teachers in research project at Newcastle University. This article examines how the decision to use narrative interviews supported a meaningful and ethical exchange between the teachers and researchers.The article also explores where knowledge generation was foregrounded, and how despite each teacher producing a unique, highly contextual story, cross-narrative themes emerged which have enabled the research team to broaden our understanding of practitioner enquiry.
Updated: Sep. 17, 2014
This article investigates how the use of Pupil Views Templates (PVTs) supports teachers' professional learning. This article reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. Links between the tools used, the source of the feedback, and teachers' learning are mapped from a 'second order perspective' derived from the diverse data sources.
Updated: Jan. 31, 2010