Teaching as Learning: An Action Research... by McNiff, Jean Paperback / softback

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Last updated on Apr 10, 2025 08:36:09 PDTView all revisionsView all revisions

Item specifics

Condition
Good: A book that has been read but is in good condition. Very minimal damage to the cover including ...
ISBN
0415083907
EAN
9780415083904
Date of Publication
1993-01-14
Release Title
Teaching as Learning: An Action Research Approach
Artist
McNiff, Jean
Brand
N/A
Colour
N/A
Book Title
Teaching as Learning: An Action Research Approach
Subject Area
Education
Publication Name
Teaching As Learning : an Action Research Approach
Publisher
Routledge
Item Length
6.1 in
Subject
Professional Development, General, Training & Certification, Research
Publication Year
1993
Type
Textbook
Format
Uk-B Format Paperback
Language
English
Item Height
0.7 in
Author
Jean Mcniff
Item Weight
8.8 Oz
Item Width
9.2 in
Number of Pages
140 Pages

About this product

Product Identifiers

Publisher
Routledge
ISBN-10
0415083907
ISBN-13
9780415083904
eBay Product ID (ePID)
143695

Product Key Features

Number of Pages
140 Pages
Language
English
Publication Name
Teaching As Learning : an Action Research Approach
Subject
Professional Development, General, Training & Certification, Research
Publication Year
1993
Type
Textbook
Subject Area
Education
Author
Jean Mcniff
Format
Uk-B Format Paperback

Dimensions

Item Height
0.7 in
Item Weight
8.8 Oz
Item Length
6.1 in
Item Width
9.2 in

Additional Product Features

Intended Audience
College Audience
LCCN
92-032095
Dewey Edition
20
Illustrated
Yes
Dewey Decimal
371.102072
Table Of Content
Acknowledgements, Foreword by Jack Whitehead, Introduction, Part 1: I Experience a problem when some of my educational lues are denied in my practice, 1 The Professional Education of Teachers, 2 The Problem of Educational Knowledge, Part II: I imagine a solution to the problem, 3 The Notion of a Living Educational Theory, 4 The Educational Enterprise, 5 Towards an Educational Epistemology of Practice, Part III: 6 The Answer of Avon, 7 Action Research for Groups of Schools, 8 Whole-School Development, Part IV: I evaluate the imagined solutions, 9 Evaluating Practice, 10 Evaluating Support Practices, 11 Evaluating Provision for Continuing Teacher Education, Part V: I modify my ideas and practices in the light of the evaluation, 12 Perspectives on Practice, 13 Education and the Society of Tomorrow, Appendix, Bibliography, Index
Synopsis
Working with case studies of actual practice, Jean McNiff argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives., In this fascinating and very personal book, Jean McNiff, author of the successful Action Research: Principles and Practice, argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Working with case studies of actual practice, she looks again at the familiar action research paradigm of identifying a problem, imagining, implementing and evaluating a solution and modifying practice in the light of that evaluation. She gives practical advice on how working in this way can aid the professional development of action researcher and practitioner alike. She concludes that the best teaching is done by those who want to learn and who can show others how to be open to their own processes of self development., In this fascinating and very personal book, Jean McNiff, author of the successful Action Research : Principles and Practice, argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Working with case studies of actual practice, she looks again at the familiar action research paradigm of identifying a problem, imagining, implementing and evaluating a solution and modifying practice in the light of that evaluation. She gives practical advice on how working in this way can aid the professional development of action researcher and practitioner alike. She concludes that the best teaching is done by those who want to learn and who can show others how to be open to their own processes of self development.

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