Literaturnachweis - Detailanzeige
Autor/in | Walton, Joan |
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Titel | A Collaborative Inquiry: "How Do We Improve Our Practice with Children?" |
Quelle | In: Educational Action Research, 19 (2011) 3, S.297-311 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0965-0792 |
DOI | 10.1080/09650792.2011.600565 |
Schlagwörter | Action Research; Teacher Collaboration; Educational Practices; Instructional Improvement; Teacher Improvement; Inquiry; Child Welfare; Well Being; Partnerships in Education; Theory of Mind; Reflection; Foreign Countries; Learning Processes; Transformative Learning; United Kingdom (Liverpool) |
Abstract | A collaborative inquiry into how to improve the well-being of children was run over six months, as a partnership between Liverpool Hope University and a local authority Children's Services. The collaborative inquiry was based on a living theory approach to action research in which practitioners became increasingly aware and reflective of their moment-by-moment practice. The Buddhist concept of mindfulness formed the basis of the practice, which Kabat-Zinn (1994, 4) describes as "paying attention in a particular way: on purpose, in the present moment, and non-judgementally". Schon's notions of reflection-in-action and reflection-on-action were then developed as enabling means of being mindful in each present moment. (Contains 2 figures.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |