Action Research as Evidence-Based Practice: Enhancing Explicit Teaching and Learning through Critical Reflection and Collegial Peer Observation

Autor/in	Crawford, Renée
Titel	Action Research as Evidence-Based Practice: Enhancing Explicit Teaching and Learning through Critical Reflection and Collegial Peer Observation
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 12, S.53-75 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Action Research; Evidence Based Practice; Reflection; Peer Evaluation; Observation; Faculty Development; Models + Suchen Sie Ihr Suchwort? Projektforschung; Beobachtung; Analogiemodell
Abstract	In an era where teachers are increasingly being asked to demonstrate evidence of their impact, action research is identified as a practical and critically reflective research approach for enhancing explicit teaching and learning. Using a historical perspective, foundations for reflective practice and action research in educational contexts are explored. A discussion of the processes and techniques that may be employed, including how collegial peer observation is embedded to strengthen application is provided. An action research model, encapsulating the approach discussed, demonstrates its practicality for teachers to engage in critically reflective practice and provide an evidence-base for their work. As teacher-led research becomes more accessible, it is suggested that this may have positive implications for future teaching practice. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01