Read e-book online Action Research in Teaching and Learning PDF

By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

A sensible, down-to-earth consultant in the event you paintings in instructing and studying in universities, this booklet can be necessary analyzing if you want to perform motion study all alone perform. Lin S Norton's suggestion of 'pedagogical motion learn' has come from over 20 years' event of engaging in such examine, and greater than six years of encouraging colleagues to hold out small scale reviews at an institutional, nationwide and overseas point.

This available textual content illustrates what will be performed to enhance teaching/supporting studying through engaging in motion learn to handle such questions comparable to:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to assist scholars turn into extra analytical?
  • How am i able to aid scholars to hyperlink conception with their perform?
  • What am i able to do to make my lecturing type extra available?
  • What goes incorrect in my seminars while my scholars do not speak?

Action learn for educating and Learning deals readers sensible suggestion on easy methods to study their very own perform in a better schooling context. it's been written in particular to take the reader via every one degree of the motion study procedure with the final word aim of manufacturing a study examine that is publishable. Cognisant of the sector’s view on what's appeared to be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion learn in terms of reflective perform and the scholarship of educating and learning.

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Extra resources for Action Research in Teaching and Learning

Example text

Neumann, Parry and Becher (2002) categorised disciplines on the two dichotomies of pure versus applied and hard versus soft based on Biglan’s (1973) original classification. 1. Looking at this figure, we can see four quadrants. g. Berit in Physics) is concerned with universals, simplification and a quantitative approach. g. Charles in Civil Engineering) is derived from hard pure knowledge but is concerned with applications such as mastering the physical environment and is aimed at products and techniques.

For example, he might have proceeded in a small scale way by discussing students’ expectations at the start of his PBL module and this, in turn might have led him to read more, research more and even begin to challenge the departmental pedagogical philosophy. This point about the ‘larger aims’ of pedagogical action research informed by reflection is taken up in Chapter 4. Reflection as transformation of professional perspective I have attempted by means of these two scenarios to demonstrate the different forms reflection can take and the different outcomes.

Reflection can take place prior to (reflection for action), concurrent with (reflection in action) and retrospective to teaching (reflection on action). (Postareff, 2007: 18) Hammersley-Fletcher and Orsmond (2005), in their study on peer observation and reflective practice, describe reflective practitioners as those who use experiences as opportunities to consider both their pedagogical philosophy and their practice. In their view, reflective practice involves the process of teaching and, crucially, one’s own personal thinking behind it, rather than simply evaluating the teaching itself.

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Action Research in Teaching and Learning by Lin S Norton


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