Learning to Learn: Teacher Research in the Zone of Proximal Development

Autor/inn/en	Hall, Elaine; Leat, David; Wall, Kate; Higgins, Steve; Edwards, Gail
Titel	Learning to Learn: Teacher Research in the Zone of Proximal Development
Quelle	In: Teacher Development, 10 (2006) 2, S.149-166 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Action Research; Personal Autonomy; Teacher Attitudes; Questionnaires; Foreign Countries; Interviews; Teacher Researchers; Partnerships in Education; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Projektforschung; Individuelle Autonomie; Lehrerverhalten; Fragebogen; Ausland; Interviewing; Interviewtechnik; Lehrerforschung; Hochschulpartnerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on "Learning to Learn". This is a potentially useful concept for teachers and academics as attempts are made to move beyond curriculum-driven and assessment-dominated education towards inclusive and lifelong learning. At the end of the academic years 2003-2004 and 2004-2005, a total of 43 teachers from schools involved in researching Learning to Learn completed questionnaires and were interviewed about the progress of their individual research projects in the context of the wider programme. They were asked to discuss issues of autonomy and control, expectations and motivation and how change was manifesting itself in their contexts. Clear messages about the need for teacher ownership of the research balanced with the need for scaffolding emerged from the analysis. (Contains 2 tables and 8 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10