Literaturnachweis - Detailanzeige
| Autor/in | Lytle, Susan L. |
|---|---|
| Titel | At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on "Better" |
| Quelle | In: Research in the Teaching of English, 42 (2008) 3, S.373-379 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-527X |
| Schlagwörter | Stellungnahme; Teacher Researchers; Essays; Inquiry; Teaching Experience; Theory Practice Relationship; Knowledge Base for Teaching; Educational Research; English Instruction |
| Abstract | In this "At Last" essay, Susan Lytle addresses issues of teacher research, work that is shaped by and that shapes the complexity of teachers' knowledge and learning, and is based on the accumulation of robust and meaningful experiences leading to classroom expertise. Assuring her readers that teacher research is alive and well, even in the current politically charged atmosphere of scripted instruction and curriculum-driving mandated testing, Lytle presents the case for teachers' contributions to our understandings about classrooms and teachers' own understandings about how to make classrooms, teaching, and learning better. (Author). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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