Being a Teacher | Researcher: A Primer on Doing Authentic - download pdf or read online

By Konstantinos Alexakos

ISBN-10: 9463002936

ISBN-13: 9789463002936

ISBN-10: 9463002944

ISBN-13: 9789463002943

ISBN-10: 9463002952

ISBN-13: 9789463002950

Utilizing a sociocultural method of serious motion examine, this ebook is a primer in doing reflexive, genuine inquiry examine in instructing and studying for educators as instructor | researchers. instead of the synthetic dichotomy among thought and perform, the jobs of instructor and researcher are in its place visible in a dialectic dating (indicated via 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 delivering a theoretical beginning for actual inquiry, Being a instructor | Researcher presents a close framework with principles and methods that educators can practice in exploring instructing and studying in either formal and casual settings. It presents concrete examples of ways to exploit genuine inquiry as a foundation for taking part with others to enhance the standard of educating and studying whereas cogenerating new idea and linked practices that bridge what has been defined as a theory-practice divide. incorporated during this publication are tips to plan and perform genuine inquiry reports, settling on acceptable methodologies, equipment of knowledge assortment and research, negotiating study with human contributors, utilizing authenticity standards and features, and addressing demanding situations and conflicts for instructor | researchers. As a primer, this publication serves the wishes of many various populations together with potential and working towards academics, instructor educators, starting researchers and pro researchers who're making alterations to what and the way they examine.

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Extra resources for Being a Teacher | Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning

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Unfortunately, mainstream knowledge, beyond some quantitative developments, is often represented not only as objective, but also as permanent and absolute. What is missing is that the processes that drive our understandings and that connect the often 15 Chapter 2 seemingly contradictory parts to a greater whole are in constant change and that their interpretations, as products of the human mind, are themselves socially constructed. Within a sociocultural framework, learning and teaching take on meanings different from the traditional understanding of what it means to be, know, and learn.

Authentic inquiry and reflexivity are discussed more in-depth as part of the authentic inquiry heuristic in the next chapter, while generalizability is discussed as part of analyzing research in Chapter 8. Initially, I was averse to using labels, as labels often are overused and lose meaning and precision. However, through experience, I have come to see them as heuristics (reflexive tools that, among other qualities, help us become aware of that of which we were unaware). I have found such labels very helpful in that students, researchers, and participants use them as a context for understanding and creating meaning.

It generally looks at (a) actions by the teacher and by the students rather than participant knowledge and input, or (b) interpretive research of the multiple meanings, often with teacher input, although it focuses on outward behaviors and actions rather than internal views, values, or judgments. “Objectivity,” and professional detachment of the research from the participants are emphasized. While research on teaching may include teachers, the teachers’ roles are minimized, especially their interpretive voices and understandings.

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Being a Teacher | Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning by Konstantinos Alexakos


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