Download e-book for iPad: Action research in teaching and learning : a practical guide by Lin S Norton

By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

ISBN-10: 0415437946

ISBN-13: 9780415437943

ISBN-10: 0415468469

ISBN-13: 9780415468466

A sensible, down-to-earth advisor when you paintings in instructing and studying in universities, this ebook could be fundamental studying when you want to perform motion examine on their lonesome perform. Lin S Norton's proposal of 'pedagogical motion learn' has come from over 20 years' adventure of undertaking such study, and greater than six years of encouraging colleagues to hold out small scale reports at an institutional, nationwide and foreign point.

This available textual content illustrates what can be performed to enhance teaching/supporting studying through accomplishing motion study to deal with such questions reminiscent of:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to assist scholars develop into extra analytical?
  • How am i able to aid scholars to hyperlink idea with their perform?
  • What am i able to do to make my lecturing sort extra available?
  • What goes flawed in my seminars while my scholars do not speak?

Action examine for instructing and Learning bargains readers functional recommendation on how you can study their very own perform in a better schooling context. it's been written in particular to take the reader via each one degree of the motion examine method with the last word aim of manufacturing a learn learn that's publishable. Cognisant of the sector’s view on what's seemed to be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion learn with regards to reflective perform and the scholarship of educating and learning.

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Additional resources for Action research in teaching and learning : a practical guide to conducting pedagogical research in universities

Sample text

This is an essential argument that I develop throughout the course of this book, so I do not want to spend time on it here. Of the other three filters, I discuss them separately for clarity but each, of course, has an interactive effect on the others. How do we respond to institutional policy? While Fanghanel’s respondents indicated that their teaching practices were directly related to their institution’s policies, they also felt that some of these were not always pedagogically sound. Where the institution’s influence was crucial was in its position on teaching and research.

This is because, for me, academic labour and many of the concomitant challenges or stresses that are related to working in universities can be pragmatically responded to by carrying out pedagogical action research. This is an essential argument that I develop throughout the course of this book, so I do not want to spend time on it here. Of the other three filters, I discuss them separately for clarity but each, of course, has an interactive effect on the others. How do we respond to institutional policy?

Nixon argues not for the abolition of academic freedom but for a reorientation in which professional values and practices are used as freedom for all. It is not about a preoccupation with professional standards, instead it is about examining the values that underlie those practices. This seems to be a call for the necessity of reflective practice. How does reflective practice relate to pedagogical action research? As argued earlier, reflection, of itself, is not some magic formula that will necessarily translate our problematic practices into models of perfection and we have to be particularly careful that reflection does not merely confirm our experiences and personal beliefs and values.

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Action research in teaching and learning : a practical guide to conducting pedagogical research in universities by Lin S Norton


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