从实践架构的角度看学生参与职前教师行动研究的原则

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Educational Action Research Pub Date : 2022-09-25 DOI:10.1080/09650792.2022.2121933

B. Smit, J. Meirink, Dineke E. H. Tigelaar, Amanda K. Berry, W. Admiraal

引用次数: 0

摘要

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Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

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.