Teacher as Researcher: Prioritizing Voices in Teacher Research--Learning to Listen to My Students' Voices over My Own

Autor/in	Lilja, Emily
Titel	Teacher as Researcher: Prioritizing Voices in Teacher Research--Learning to Listen to My Students' Voices over My Own
Quelle	In: Childhood Education, 88 (2012) 6, S.391-393 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.741487
Schlagwörter	Teacher Researchers; Play; Reading Research; Transformative Learning; Reflective Teaching; Teaching Methods; Teaching Models; Teacher Effectiveness; Aptitude Treatment Interaction; Interaction Process Analysis; Classroom Environment; Classroom Research; Classroom Techniques; Student Attitudes; Student Behavior; Educational Practices + Suchen Sie Ihr Suchwort? Lehrerforschung; Spiel; Leseforschung; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Prozessanalyse; Klassenklima; Unterrichtsklima; Klassenführung; Schülerverhalten; Student behaviour; Bildungspraxis
Abstract	Initially, the author began her teacher inquiry project by focusing on the superhero play she had been observing in her classroom and on her concerns about how it might be impacting the classroom community. Through an ongoing process of self-reflection and reading research, she was able to open herself up to interacting and engaging with the children in her class within the context of their play and the topics that were of interest to them. The process was not only about narrowing and focusing her research; it also encouraged her to reflect on her own beliefs and preferences as a teacher. The process brought to light her own discomfort with young children's aggressive superhero play (especially play that incorporates violent themes) and her desire to shift this play toward something less aggressive. She came to the realization that her students were engaging with certain concepts and ideas for a reason. In order to support her students' process and make meaning from these concepts, she had to be open to hearing their voices tell her, through their play, what was important to them. By learning to listen to her students, she could help them create that community of learners and players she so valued, one based on their mutual interest in exploring the themes relevant to her students. (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