| Description |
[vi], 202 pages : illustrations ; 23 cm |
| Series |
Conducting educational research |
|
Conducting educational research.
|
| Contents |
1. Emancipation and postmodernism -- 2. Research and the development of practice -- 3. Creating data in practioner research -- 4. Transitions: issues of temporality and practitioner research -- 5. On identity -- 6. From emancipation to postmodernism: a nursery study -- 7. A tale of disturbance -- 8. Identity, power and resistance -- 9. Deconstructing the nursery classroom: that will undo nicely, but so what? -- 10. Transgressive agents: an optimistic possibility? --11. Critical pedagogy in a postmodern world |
| Summary |
A premise of much teacher research is that reflection on practice can lead to a development of that practice. Such reflection, it is purported, enables the practitioner in organising the complexity of the teaching situation, with a particular emphasis on how "monitoring of change" can be converted to "control of change". This book questions the notion of construing developing practice as "aiming for an ideal" and suggests that such a pursuit has a questionable track ' record. The very desire for control, and the difficulties encountered in trying to document it can cloud our vision from the very complexities we seek to capture. The book offers detailed discussion of teacher research enquiries carried out in the context of masters and doctoral degrees. It focuses in particular on how the reflective writing generated by the teacher might build towards an assertion of professional identity through which professional demands are mediated |
| Notes |
Includes index |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Action research in education.
|
|
Postmodernism and education.
|
| Author |
Jones, Liz, 1950-
|
| LC no. |
2001032138 |
| ISBN |
0335207626 : |
|
0335207618 paperback |
|
