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Titlebook: Self-Study of Practice as a Genre of Qualitative Research; Theory, Methodology, Mary Lynn Hamilton,Stefinee Pinnegar Book 2009 Springer Sci

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書(shū)目名稱Self-Study of Practice as a Genre of Qualitative Research
副標(biāo)題Theory, Methodology,
編輯Mary Lynn Hamilton,Stefinee Pinnegar
視頻videohttp://file.papertrans.cn/865/864596/864596.mp4
概述Explains how to conduct research projects in practice from the perspective of the self.Combines theoretical background on different research paradigms with practical guidance in developing self-study
叢書(shū)名稱Self-Study of Teaching and Teacher Education Practices
圖書(shū)封面Titlebook: Self-Study of Practice as a Genre of Qualitative Research; Theory, Methodology, Mary Lynn Hamilton,Stefinee Pinnegar Book 2009 Springer Sci
描述.Teacher educators live hectic lives at institutional and discipline boundaries. Our greatest potential for influence is through developing relationships with others in our practice. Our work is fundamentally relational and emotional. We are obligated to the teachers we teach and the public students they teach. Our practice exists in the midst of experience, conflicting and often hostile boundaries, and between what we know from research and what we understand from practice. Self-study of practice invites researchers to embrace the hectic and fragmented territory of practice as the space for study. ..This book educates those who would like to explore practice in the methodology of self-study. It provides both a pragmatic and theoretic guide. It grounds the research in ontology and establishes dialogue as the inquiry process. It supports researchers through the use of frameworks to guide research and explication of strategies for conducting it..
出版日期Book 2009
關(guān)鍵詞Action Research; Methodologie; Practitioner Research; Qualitative Research; Teacher Research; data analys
版次1
doihttps://doi.org/10.1007/978-1-4020-9512-2
isbn_softcover978-90-481-8145-2
isbn_ebook978-1-4020-9512-2Series ISSN 1875-3620 Series E-ISSN 2215-1850
issn_series 1875-3620
copyrightSpringer Science+Business Media B.V. 2009
The information of publication is updating

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Pause,iry. We believe that in the next few pages you can consider what you would do, how you would arrive at an issue, how you would explore the issue, and what pieces might be included for a fledging imagined study – not just a self-study of practice but a publishable self-study of practice. We also intr
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Questions of Practice, We are faculty members, researchers, teachers, members of departments, confidants, community members, lovers, friends, sons, daughters, and/or, perhaps, parents. Stern’s (2004) notion of the present moment. A conception of the practice on which S-STTEP research can be based, suggests that moment to
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Context and Dialogue in the Self-Study of Teaching and Teacher Education Practices,ite of discernment, or professional curiosity – as a research question or issue comes at the beginning of your study. S-STTEP researchers return to questions about practice(s) and move ideas forward as a research project by determining a design for their S-STTEP research project. In this chapter, we
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Pause,r education practices. We have also looked at research design and data collection along with how we might design research that looks at work in, of, and for practice. That means we have presented a fair number of ideas, and now we PAUSE to integrate those ideas into the Framework-for-Inquiry and the
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