A Collaborative Inquiry: "How Do We Improve Our Practice with Children?"

Autor/in	Walton, Joan
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? Projektforschung; Lehrerkooperation; Bildungspraxis; Unterrichtsqualität; Kindeswohl; Well-being; Wellness; Wohlbefinden; Hochschulpartnerschaft; Ausland; Learning process; Lernprozess; Pädagogische Transformation
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10