Scanlon The Role of Research in Teachers' Work

Narratives of Classroom Action Research
1. Auflage 2018
ISBN: 978-1-351-79017-8
Verlag: Taylor & Francis
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 152 Seiten

Reihe: Routledge Research in Education

In the debate regarding what constitutes teachers’ work, academics and bureaucrats continue to speak for teachers, with teachers’ voices rarely heard and not accorded equal recognition. The Role of Research in Teachers’ Work addresses this imbalance by privileging teachers’ voices as they narrate their experiences of engaging in systematic inquiry. The book embeds the teacher narratives within the scholarly debates about the nature of knowledge and the nature of professional practice.

Scanlon examines the knowledge teachers create through their research and how that knowledge is perceived by others within the school community. This book can be read as a companion volume to Scanlon’s 2015 Routledge publication My School, or as a standalone exploration of teachers’ own narratives of engaging in action research. Together, these two books are unique in contemporary writing on schools, representing one of the only comprehensive longitudinal studies of a low socioeconomic secondary school from the perspective of those who learn and teach therein.

This book enables teachers to be part of the scholarly conversation about their work and the place of research in that work. As such, it should be essential reading for academics, teacher educators and postgraduates in the field of education. It should also be of interest to policymakers and teachers.

Autoren/Hrsg.

Scanlon, Lesley

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Part 1: Theory and context of the action research

1. The international debate: systematic inquiry and teachers’ work

2. Theoretical framework

3. The local context

Part 2: A thematic exploration of teacher systematic inquiry at Grange High School

4. Why research and what to research?

5. ‘Engaging with research’ – reading the literature

6. ‘Engaging in research’ – methodology

7. New knowledge, new practices

8. From classroom inquiry to whole-school initiative

9. Implications

Über Autor(innen)

Lesley Scanlon is an Honorary Senior Lecturer in the School of Education and Social Work at the University of Sydney, Australia.