Literaturnachweis - Detailanzeige
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 |
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 |
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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |