The reflective teacher : case studies of action research
By: Raghavan, Neeraja.
Material type:
BookPublisher: Chennai Orient Blackswan 2016Description: xii;254p. pb 9x6.ISBN: 9788125060451.Subject(s): Action researchDDC classification: 370.78 Summary: The Reflective Teacher describes the action research undertaken by teachers at the Azim Premji School in Dineshpur, Uttarakhand, to take a fresh look at their teaching practices, examining and identifying specific problems that they faced, and addressing many of these problems. Consisting of teachers documentation of their action research, classroom observations and facilitators' notes, the book also analyses case studies against the backdrop of the research of pioneers such as John Dewey and Donald Schon. The work presented here can enable the emergence of the reflective practitioner in teachers and empower them to channelise this reflection into action by continuously re-examining their own teaching practices.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
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Education | Book | 370.78/ Rag (Browse shelf) | Available | 22860 |
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| 370.78/Mck/Ree Conducting Educational Design Research | 370.78/Mor/Car Conducting Educational Reseaerch: | 370.78 Opi/Bro Getting started in your educational research. | 370.78/ Rag The reflective teacher : | 370.78/Sla Research Methods In Education | 370.78 Tab Classroom-based Research and Evidence-based Practice | 370.784 Sch Estimating Causal Effects |
The Reflective Teacher describes the action research undertaken by teachers at the Azim Premji School in Dineshpur, Uttarakhand, to take a fresh look at their teaching practices, examining and identifying specific problems that they faced, and addressing many of these problems. Consisting of teachers documentation of their action research, classroom observations and facilitators' notes, the book also analyses case studies against the backdrop of the research of pioneers such as John Dewey and Donald Schon. The work presented here can enable the emergence of the reflective practitioner in teachers and empower them to channelise this reflection into action by continuously re-examining their own teaching practices.
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