How Do I Improve What I Am Doing as a Teacher, Teacher Educator and Action-Researcher through Reflection? A Learning Walk from Lleida to Winchester and Back Again

Autor/in	Jove, Gloria
Titel	How Do I Improve What I Am Doing as a Teacher, Teacher Educator and Action-Researcher through Reflection? A Learning Walk from Lleida to Winchester and Back Again
Quelle	In: Educational Action Research, 19 (2011) 3, S.261-278 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2011.600526
Schlagwörter	Stellungnahme; Foreign Countries; Teacher Educators; Researchers; Reflective Teaching; Action Research; Assignments; Teaching Methods; Teacher Improvement; Teacher Education; Elementary School Teachers; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Researcher; Forscher; Projektforschung; Assignment; Auftrag; Zuweisung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Theorie-Praxis-Beziehung
Abstract	The purpose of this article is to show the process of engaging with the question "How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?" The methodology used will explore the role of reflection and writing to promote changes and improve my learning process as a teacher and action-researcher. The main data source is written assignments from students in initial teacher education. The analysis of the students' written assignments helped me see "living contradictions" in-between my theoretical framework, my teaching and my researching practice. The article shows that I have more rhizomatic thought in my teaching than in my researching. I want "what I do" in teacher education to be "consistent/coherent", between the striated space of theoretical framework and the smooth space of my practice. I explore my methodological "uniqueness" in my becoming teacher-researcher. (Contains 5 figures and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10