Action research in teaching and learning : a practical guide - download pdf or read online

By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

ISBN-10: 0415437946

ISBN-13: 9780415437943

ISBN-10: 0415468469

ISBN-13: 9780415468466

A functional, down-to-earth consultant in case you paintings in instructing and studying in universities, this e-book may be necessary examining when you want to perform motion examine all alone perform. Lin S Norton's thought of 'pedagogical motion examine' has come from over two decades' adventure of undertaking such learn, and greater than six years of encouraging colleagues to hold out small scale reports at an institutional, nationwide and overseas point.

This available textual content illustrates what can be performed to enhance teaching/supporting studying by means of accomplishing motion learn to deal with such questions reminiscent of:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to assist scholars turn into extra analytical?
  • How am i able to aid scholars to hyperlink conception with their perform?
  • What am i able to do to make my lecturing type extra available?
  • What goes improper in my seminars whilst my scholars do not speak?

Action examine for instructing and Learning deals readers useful suggestion on tips to learn their very own perform in the next schooling context. it's been written particularly to take the reader via each one level of the motion examine strategy with the last word aim of manufacturing a learn learn that's publishable. Cognisant of the sector’s view on what's looked as if it would be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion study in terms of reflective perform and the scholarship of training and learning.

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Extra info for Action research in teaching and learning : a practical guide to conducting pedagogical research in universities

Example text

His argument was that, no matter what our profession, we all need to reflect as we will inevitably be faced with new situations or problems for which we were not specifically trained. Reflective thinking and Schön’s concept of the reflective practitioner has widespread currency in higher education. 22 Why be a reflective practitioner? Much of this is due to the work of Brockbank and McGill (1998) who took up his ideas and argued that reflective practice should be seen as a core element of teachers’ work, not as an optional extra.

How do we respond to institutional policy? While Fanghanel’s respondents indicated that their teaching practices were directly related to their institution’s policies, they also felt that some of these were not always pedagogically sound. Where the institution’s influence was crucial was in its position on teaching and research. This confirms findings by Nicholls (2000; 2005) that academics will seek to develop themselves according to the rewards and promotions elements of the university structure.

The short answer is that it cannot on its own serve such a purpose. For Eric, much work will need to be done with the department team on working on curriculum development, including close consultation with the university quality assurance unit as well as possible negotiations with the Royal College of Veterinary Surgeons (which is the UK regulatory body). However, this does not mean that carrying out an action research study would not be a valuable part of the longer curriculum development process.

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Action research in teaching and learning : a practical guide to conducting pedagogical research in universities by Lin S Norton

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