Impacting teaching and learning through collaborative reflective practice

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Bernadette Tobin, Margaret Farren, Yvonne Crotty
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引用次数: 0

Abstract

The article focuses on the final years of my PhD research in which I (Bernadette) explored in-school professional learning opportunities with a group of teachers who were working to support collabo...
通过合作性反思实践影响教与学
这篇文章主要讲述了我博士研究的最后几年,我(Bernadette)与一群致力于支持合作的教师一起探索校内专业学习机会。
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来源期刊
Educational Action Research
Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
8.30%
发文量
48
期刊介绍: Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.
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