Teaching as Learning: An Action Research Approach
In this fascinating and very personal book, Jean McNiff, author of the successful Action Research : Principles and Practice, argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives.
Working with case studies of actual practice, she looks again at the familiar action research paradigm of identifying a problem, imagining, implementing and evaluating a solution and modifying practice in the light of that evaluation. She gives practical advice on how working in this way can aid the professional development of action researcher and practitioner alike. She concludes that the best teaching is done by those who want to learn and who can show others how to be open to their own processes of self development.
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I EXPERIENCE A PROBLEM WHEN SOME
The Problem of Educational Knowledge
I IMAGINE A SOLUTION TO
I ACT IN THE DIRECTION OF
I EVALUATE THE IMAGINED SOLUTIONS
I MODIFY MY IDEAS AND PRACTICES
Other editions - View all
action research approach aspects Avon Bath University Beth cation Chapter claim to knowledge classroom practice collaborative colleagues commitment concerned creative critical curriculum cycle Dee Yes dialogue educational development educational enquiry educational knowledge educational research educational theory educational values encouraged engage epistemology of practice evaluation EVALUATION STRATEGY experience explicit explicit knowledge field tutor five-part focus going idea improve the quality in-service individual practitioner individual's institutionalised involved Jack Whitehead Jean knower Lawrence Stenhouse learners learning ledge living Margaret Hine McNiff Michael Polanyi move nature of educational notion on-going personal knowledge Polanyi potential prac problem procedural knowledge professional development programme propositional propositional knowledge pupils quality of education realisation reflection sense share situation Staff Development Tutor strategy structures tacit knowledge talking teacher education teaching thing transform understanding University of Bath validation Wiltshire Wootton Bassett