Becoming a Scholarly Practitioner: As a Teacher in Higher Education 'How Do I Improve My Practice'?

Autor/in	Hartog, Mary
Titel	Becoming a Scholarly Practitioner: As a Teacher in Higher Education 'How Do I Improve My Practice'?
Quelle	In: Action Learning: Research and Practice, 15 (2018) 3, S.224-234 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2018.1490697
Schlagwörter	College Faculty; Reflective Teaching; Teacher Improvement; Scholarship; Action Research; Autobiographies; Ethnography; Self Evaluation (Individuals); Educational Practices; Personal Narratives; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Scholarships; Stipendium; Projektforschung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Bildungspraxis; Erlebniserzählung; Ausland; Großbritannien
Abstract	This paper explores what it means to research one's own practice, drawing on my experience as an educational action researcher and creating a "living theory thesis". I begin by identifying key theories that inform my approach, exploring how scholarship in the form of self-study is viewed as a discipline, addressing issues of rigour and validity and I explain how the values of an educational practitioner are central to this practice-based research. I then explain the origins of my research and explore the relationship between living theory and auto-ethnography, showing how storied accounts of my practice illuminate my inquiry. Next, I explore what becoming a reflective practitioner has meant for me and its place in my research. I then explore how I understand humanistic action research as a dialectical engagement with the world and in relation to the stages of my research. I conclude with a summary of my journey of research and scholarship and ask why self-study matters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01