Download PDF by Lin S Norton: Action Research in Teaching and Learning: A Practical Guide

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 consultant should you paintings in instructing and studying in universities, this booklet should be crucial examining in case you wish 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 accomplishing such learn, and greater than six years of encouraging colleagues to hold out small scale stories at an institutional, nationwide and foreign point.

This obtainable textual content illustrates what should be performed to enhance teaching/supporting studying through accomplishing motion study to deal with such questions comparable to:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to aid scholars turn into extra analytical?
  • How am i able to support scholars to hyperlink idea with their perform?
  • What am i able to do to make my lecturing sort extra obtainable?
  • What goes fallacious in my seminars whilst my scholars do not speak?

Action examine for educating and Learning deals readers functional recommendation on the way to learn their very own perform in a better schooling context. it's been written in particular to take the reader via every one level of the motion examine method with the final word aim of manufacturing a examine examine 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 study on the subject of 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

Why be a reflective practitioner? 33 Reflection, therefore, leads to self-knowledge, and this is important if not fundamental to the development of lecturers. (Hammersley-Fletcher and Orsmond, 2005: 214) Reflective practice can take many forms but can also be quite daunting if you have never tried it before and do not know where to begin. To help you with this process I have drawn on some suggestions in the literature of tried and true methods, see Appendix A. What are the limitations of reflective practice?

Why be a reflective practitioner? 33 Reflection, therefore, leads to self-knowledge, and this is important if not fundamental to the development of lecturers. (Hammersley-Fletcher and Orsmond, 2005: 214) Reflective practice can take many forms but can also be quite daunting if you have never tried it before and do not know where to begin. To help you with this process I have drawn on some suggestions in the literature of tried and true methods, see Appendix A. What are the limitations of reflective practice?

As a practitionerresearcher, reflection is, in my view, fundamental to the whole cycle of carrying out a pedagogical action research study, but the whole concept is conceptualised in many different ways for many different purposes. In this chapter I will explore some of the more mainstream views of reflective practice and show how it fits with the cycles of carrying out an action research study. Some of the research I cite is about schoolteachers but I am perfectly comfortable with this for I believe that as a sector, higher education has much to learn from the other sectors.

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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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