Search results for: Practitioner research
Page 2/3 21 items
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
The author sheds light on how a practitioner-researcher engaged in narrative writing and how this helped in what is hereby termed a reflective odyssey. More specifically, the main focus here is how the very act of writing when keeping a personal journal can act as a catalyst for ongoing reflective thought.
Updated: Apr. 28, 2013
‘Taking A Cross‐Country Journey with A World Map’: Examining the Construction of Practitioner Researcher Identities through One Case Study
This article explores how one fourth‐grade teacher constructed her practitioner researcher identities over two years. The article draws upon data gathered from a year‐long Teacher as Researcher course and a monthly practitioner researcher group (Triad Teacher Researchers) associated with a Southeastern university in the United States.
Updated: Nov. 26, 2012
Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. The author claims that a good story can carry important messages and information about teaching, so that other teachers might be able to implement a similar approach in their own classrooms. However the author would suggest that in terms of development of knowledge, thestories alone are not enough. The author concludes that the stories of these teacher educators' work are helpful, but the learning derived from their researching of their practice that leads to the production of new knowledge of teacher education practices.
Updated: Feb. 06, 2011
In this paper, the author draws on her own poetically expressive writing relating to the experience of leading an action research project. In conclusion, the author discusses ways in which poetic expression may contribute to practitioner research.
Updated: Jan. 23, 2011
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