By Konstantinos Alexakos
Utilizing a sociocultural method of severe motion learn, this booklet is a primer in doing reflexive, real inquiry study in instructing and studying for educators as instructor | researchers. instead of the synthetic dichotomy among conception and perform, the jobs of instructor and researcher are as an alternative obvious in a dialectic dating (indicated by way of the logo "|" in instructor | researcher) during which each one informs and mediates the opposite within the technique of revising and producing new wisdom that's of profit to these being researched. as well as supplying a theoretical starting place for genuine inquiry, Being a instructor | Researcher offers a close framework with rules and techniques that educators can observe in exploring educating and studying in either formal and casual settings. It offers concrete examples of the way to exploit actual inquiry as a foundation for participating with others to enhance the standard of educating and studying whereas cogenerating new conception and linked practices that bridge what has been defined as a theory-practice divide. integrated during this publication are the best way to plan and perform real inquiry reviews, deciding upon acceptable methodologies, tools of knowledge assortment and research, negotiating examine with human contributors, utilizing authenticity standards and features, and addressing demanding situations and conflicts for instructor | researchers. As a primer, this booklet serves the wishes of many alternative populations together with potential and training academics, instructor educators, starting researchers and professional researchers who're making alterations to what and the way they study.
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Additional resources for Being a Teacher | Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning
Teacher research empowers teachers by their becoming generators of knowledge about their own practice. It draws on teachers’ own personal experience, reflections and knowledge, what matters to them, what it is that they value and what is worth knowing. Stenhouse: Champion of Teachers Researching their Own Practice From a sociocultural perspective, some of the most profound of the early theoretical contributions on teachers as researchers come from the work of Lawrence Stenhouse (Rudduck & Hopkins, 1985).
The need to be systematic in our research as teachers did not mean, for Dewey, that teachers ought to adopt the positivistic research frameworks common in educational research. For him, the science of teaching and learning must include not only a scientific process of understanding and investigating education, but also an artistic side that allows for creativity and social interactions that are by definition dynamic, interconnected, and ever-changing. Thus, in regard to what constitutes good educational practices, he argued against the tendency to equate good teaching with set procedures: “So conceived, science is antagonistic to education as an art” (Dewey, 1929, pp.
The interaction ritual (IR) is a mechanism for mutual focus and emotional entrainment within a group that forms the basis for solidarity among the participants. Such interactions generate, produce, and reproduce symbols infused with emotional energy. Intense emotions may be carried across situations into other fields, (especially if we think of these fields as having no boundaries (Tobin & Ritchie, 2012)), setting up interaction ritual chains. Since the individual is made up of past, present and future interactions, emotions, and rituals are the organic component of interaction ritual chains.
Being a Teacher | Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning by Konstantinos Alexakos