Literaturnachweis - Detailanzeige
Autor/inn/en | Colmer, Oliver; Daly, Caroline |
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Titel | Engaging in Teacher Research: Processes, Problems and Successes |
Quelle | In: Teacher Development, 8 (2004) 2-3, S.263-275 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1366-4530 |
Schlagwörter | Urban Schools; Classroom Research; Theory Practice Relationship; Foreign Countries; Teacher Educators; Teacher Education Programs; Graduate Students; Teacher Researchers; Department Heads; School Culture; Secondary School Teachers; United Kingdom Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Theorie-Praxis-Beziehung; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerforschung; Schulkultur; Schulleben; Großbritannien |
Abstract | This article explores the effects upon teacher learning of engaging in classroom research within the context of a teacher's professional life as a middle manager in a large urban school. The article is co-written by the teacher and his tutor on the Master of Teaching programme at the Institute of Education, University of London, where teacher research is a core requirement of the degree. The article is written from a narrative perspective, and offers an insight into the professional gains to be had from studying for a Master's degree, undertaking classroom research, leading a department and teaching full time--a combination which may, at first sight, appear overwhelming. The perspectives of both teacher and tutor are offered, with the teacher's story framed by an analysis of how teachers need to be able to develop "practical theories" as part of their professional growth. (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 |