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'I' is for 'Insider': Practitioner Research in Schools

[Zeitschriftenartikel]

Schaenen, Inda; Kohnen, Angela; Flinn, Pablo; Saul, Wendy; Zeni, Jane

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-412864

Weitere Angaben:
Abstract "In this paper we five teachers and teacher educators draw upon our personal classroom experiences in order to explore the definitions, descriptions, and nature of educational practitioner research, what we call teacher research. We highlight the tensions that can exist between and among teacher research, institutional needs and macro-policies, and argue that as both stance and method, teacher research can complement traditional, outsider- driven social science research. Further, practitioner research can check the errors and inequitable outcomes which may result from educational policies strictly reliant on the large-scale quantitative research designs currently dominant in the United States." (author's abstract)
Thesaurusschlagwörter teacher; action research; educational policy; educational research; United States of America; dual role; professional ethics; team
Klassifikation Bildungs- und Erziehungssoziologie; Lehrende, Erziehende, Lernende
Sprache Dokument Englisch
Publikationsjahr 2012
Seitenangabe S. 68-101
Zeitschriftentitel International Journal of Action Research, 8 (2012) 1
Heftthema Action Research – Different Conceptualisations, Similar or Different Approaches?
ISSN 1861-1303
Status Veröffentlichungsversion; begutachtet (peer reviewed)
Lizenz Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
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