Employing self-study research across the curriculum. Theory, practice and exemplars.

Autor/inn/en	McIntosh Cooper, Jane; Curtis, Gayle A.
Titel	Employing self-study research across the curriculum. Theory, practice and exemplars.
Quelle	Aus: Watson, Sandy (Hrsg.); Austin, Stacie (Hrsg.); Bell, Jeremy (Hrsg.): Conceptual analyses of curriculum inquiry methodologies. Hershey: IGI Global (2021) S. 155-181 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Advances in educational technologies and instructional design (AETID) book series
Beigaben	Literaturangaben S. 175-181
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-7998-8848-2; 978-1-7998-8851-2
DOI	10.4018/978-1-7998-8848-2
Schlagwörter	Bildungsforschung; Curriculum; Selbststudium
Abstract	Self-study is a research methodology focused on improvement of teacher education practice and exploring personal, practical, and professional transformation by the practitioner. Utilizing many qualitative methods, this interactive and often collaborative form of inquiry is well suited to study curriculum, considered broadly, as both the written and enacted, and all impacts of this curriculum. This chapter discusses the use of self-study in teachers' inquiries into curriculum. It presents the background and theoretical underpinnings of self-study research showing how this research genre emerged out of teacher practice and is rooted in the notion of teacher as curriculum maker. Guidance for forming research design is outlined, as well as various questions and topics for which self-study of curricula is well suited. Specific examples are expanded to include rationales for methodological choices and demonstrate how this research has been carried out in real-life practical situations.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1