Teachers as Researchers in a Major Research Project: Experience of Input and Output

Autor/inn/en	Smith, C.; Blake, A.; Curwen, K.; Dodds, D.; Easton, L.; McNally, J.; Swierczek, P.; Walker, L.
Titel	Teachers as Researchers in a Major Research Project: Experience of Input and Output
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 7, S.959-965 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.06.004
Schlagwörter	Educational Research; Teacher Researchers; Teacher Role; Teacher Attitudes; Program Descriptions; Research Projects + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Lehrerrolle; Lehrerverhalten; Forschungsvorhaben
Abstract	Teachers have long participated in collaborative research. However, they have generally had direct stakes in the outcomes. Teachers in the Early Professional Learning (EPL) Project used their insider status to gather data not directly related to their own practice. Lessons for integrating a group of teacher-researchers into a major project are discussed. Some of these are practical, but also cover their unexpectedly experienced initial isolation within the project team, that has relevance for both forming and theorising communities of enquiry. An outline for a new concept of teacher-researcher begins to emerge that may influence the direction of educational research. (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10