Teacher as Researcher: Teaching as Lived Research

Autor/in	Binder, Marni
Titel	Teacher as Researcher: Teaching as Lived Research
Quelle	In: Childhood Education, 88 (2012) 2, S.118-120 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.662132
Schlagwörter	Teacher Role; Researchers; Teacher Researchers; Teaching Experience; Classroom Environment; Classroom Techniques; Inquiry; Educational Practices + Suchen Sie Ihr Suchwort? Lehrerrolle; Researcher; Forscher; Lehrerforschung; Klassenklima; Unterrichtsklima; Klassenführung; Bildungspraxis
Abstract	Teacher inquiry can shape empirical inquiries by nonpracticing researchers, by allowing them to draw on the practical knowledge of those in the classroom. This recognition challenged the author to question what legitimized her role as a teacher-researcher and ask how she could have felt empowered as a researcher without higher education. In this article, the author reflects on her own teacher-researcher journey to explore issues that others may encounter as they recognize the important role of the practitioner as researcher in primary and secondary classrooms, and beyond. Castle (2006) makes the case for teaching as research. The author is offering the position of teaching as lived research, whereby everyday classroom experiences open a critical space for making teacher voice visible through educational inquiry. (ERIC).
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