Search results for: Practitioner research
Page 2/2 16 items
The paper discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The paper investigates some issues and dilemmas arising from this context, including considerations of why teachers do research, and what promotes and hinders research in schools. The implications of these changes for practitioner inquiry are then discussed.
Updated: May. 18, 2009
This paper explores the concept of empathetic validity, that is, the potential of practitioner research in its processes and outcomes to transform the emotional dispositions of people towards each other, such that greater empathy and regard are created. The paper argues that practitioner research that is high in empathetic validity contributes to positive human relationships and, as such, is an important form of research in an age of increasing violence as well as stress and tension in the workplace.
Updated: Oct. 05, 2008
The article focuses on the year of entitled practicum in England. Pooled data from a postal questionnaire, with a 60% response rate (n = 92), were analyzed from three consecutive cohorts of newly qualified science teachers (2003-2006). Focus group interviews and telephone interviews with 20 newly qualified teachers and 20 induction tutors were also used to collect data. The majority of the sample of newly qualified teachers received the main entitlements in their induction year but serious concerns persist for a significant minority.
Updated: Sep. 21, 2008
Teachers’ Conceptions of Teacher-research and Self-perceptions as Enquiring Practitioners—A Longitudinal Case Study
The article explores a study engaged in teachers-research and the student being able to be requiring practitioners. A group of Britain student teachers were studied, utilizing questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the result follow that reporting research does not providies teachers the skills and tools for reflection, that are easily transferable to practice.
Updated: Jun. 24, 2008
'I know it's not proper research, but ': how professionals' understandings of research can frustrate its potential for CPD
This article draws upon the work of two researchers who facilitated practitioner research with school professionals in Liverpool. The researchers themselves had not been involved in practitioner research before. In this account, the researchers reflect critically upon their own experience. The discussion presents the learning curve that the researchers underwent as well as what they discovered about the relationship between practitioners and researchers when engaged in school-based research.
Updated: Apr. 01, 2008
The paper explores the viability of practitioner research as a medium for the development of classroom talk. At its best, the research process is shown to have acted as a catalyst for improved theoretical understanding of the value of talk in learning and to have led to consequent impact on the talk curriculum.
Updated: Jan. 07, 2008