A Call to Action: Why We Need More Practitioner Research. A Response to " A Teacher Educator Uses Action Research to Develop Culturally Conscious Curriculum Planners"

Autor/in	Campbell, Kimberly Hill
Titel	A Call to Action: Why We Need More Practitioner Research. A Response to " A Teacher Educator Uses Action Research to Develop Culturally Conscious Curriculum Planners"
Quelle	In: Democracy & Education, 21 (2013) 2, Artikel 7 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Stellungnahme; Teacher Educators; Action Research; Educational Improvement; Cultural Awareness; Teaching Methods; Criticism; Research Methodology; Teacher Collaboration; Risk; Reflection; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Projektforschung; Teaching improvement; Unterrichtsentwicklung; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Research method; Forschungsmethode; Lehrerkooperation; Risiko; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10