Qualitative Teacher Research and the Complexity of Classroom Contexts

Autor/in	Klehr, Mary
Titel	Qualitative Teacher Research and the Complexity of Classroom Contexts
Quelle	In: Theory Into Practice, 51 (2012) 2, S.122-128 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2012.662867
Schlagwörter	Educational Research; Teacher Researchers; Ethics; Classroom Environment; Validity; Politics of Education; Relevance (Education); Theory Practice Relationship; Research Methodology; Research Utilization; Educational Researchers; Qualitative Research + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Ethik; Klassenklima; Unterrichtsklima; Gültigkeit; Educational policy; Bildungspolitik; Relevance; Relevanz; Theorie-Praxis-Beziehung; Research method; Forschungsmethode; Forschungsumsetzung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Qualitative Forschung
Abstract	This article discusses how the underlying assumptions and practices of teacher research position it as a distinct form of educational inquiry, and identifies qualitative methodology as a central influence on the work. A discussion of some of the common conceptualizations and processes of PK-12 teacher research, the complex yet continually changing educational knowledge it represents, validity and ethical issues, and its political nature, framed by accounts of teacher researchers who work with today's diverse student populations, illustrate how a qualitative stance reflects and informs this profoundly contextual form of pedagogical inquiry. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10