Download PDF by Lin S Norton: Action Research in Teaching and Learning: A Practical Guide

By Lin S Norton

ISBN-10: 0203870433

ISBN-13: 9780203870433

ISBN-10: 0415437946

ISBN-13: 9780415437943

ISBN-10: 0415468469

ISBN-13: 9780415468466

A functional, down-to-earth consultant if you paintings in instructing and studying in universities, this e-book should be fundamental interpreting if you want to perform motion study on their lonesome perform. Lin S Norton's suggestion of 'pedagogical motion study' has come from over two decades' event of engaging in such study, and greater than six years of encouraging colleagues to hold out small scale experiences at an institutional, nationwide and overseas point.

This obtainable textual content illustrates what may be performed to enhance teaching/supporting studying by means of undertaking motion learn to deal with such questions reminiscent of:

  • What am i able to do to enthuse my scholars?
  • What am i able to do to assist scholars develop into extra analytical?
  • How am i able to support scholars to hyperlink concept with their perform?
  • What am i able to do to make my lecturing variety extra available?
  • What goes fallacious in my seminars while my scholars do not speak?

Action learn for instructing and Learning deals readers useful recommendation on the right way to learn their very own perform in a better schooling context. it's been written in particular to take the reader via every one degree of the motion study approach with the last word objective of manufacturing a learn research that is publishable. Cognisant of the sector’s view on what's looked as if it would be ‘mainstream research’, the writer has additionally written a considerable theoretical part which justifies where of pedagogical motion study when it comes to reflective perform and the scholarship of training and learning.

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Extra resources for Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities

Example text

He could then design his own study, perhaps by incorporating an assessed PDP element into the clinical extramural studies, and seeing if it would have the desired effect of helping the veterinary students combine their theoretical knowledge with their professional skills, before he recommended it as a five-year module. In any case, providing some solid pedagogical research evidence would help Eric achieve what might have to be a long-term goal. Summary This chapter may not, at first glance, appear to link very strongly with the practical subject of carrying out pedagogical action research, covering as it does some of the theoretical and empirical research literature around learning and teaching in higher education.

Very importantly, other people are sometimes our students but sometimes their feedback and evaluations can be affected by other factors. They want to be kind (or sometimes unkind), for example, or they are affected by their own preferred ways of learning and so do not readily take to teaching that does not fit with these preferences. Peer observation and professional buddying or mentoring systems can also be of help but only if there is trust between the two people involved and provided they share the same beliefs about what constitutes good teaching in their subject.

To illustrate these, I have added my own examples in brackets. 1. It needs a trigger (problem/issue) that makes us aware that the way we previously thought and acted is not adequate to deal with this issue. ) 2. It engenders a feeling of disequilibrium or unease. (Are my lectures not that interesting? Am I a poor lecturer? ) 3. There is a recognition and articulation of assumptions that are largely held unconsciously. ) 4. This is followed by a questioning and examining of our assumptions including where they come from, the consequences of holding them, and why they are important.

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Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities by Lin S Norton


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