Saleh, Issa M. / Khine, Myint Swe (eds.)
Practitioner Research in Teacher Education
Theory and Best Practices
Year of Publication: 2011
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2011. VIII, 338 pp., num. tables and graphs
ISBN 978-3-631-60328-4 pb. (Softcover)
Weight: 0.450 kg, 0.992 lbs
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Over the past decade there has been increased interest in teachers’ investigation of their own practice in their classrooms. Practitioner research is not a new concept in education and many teachers have attempted to enact and study their own practices with the view of improving teaching effectiveness. However, the findings of many of these studies are often not treated seriously by education scholars and policymakers, and not disseminated to others. In fact, the research process is perceived more as a professional development exercise for teachers to improve upon their own practices. Despite these criticisms, there is growing support for getting teachers to study their practices in the context of their own classrooms. This book has the potential of generating knowledge that not only informs and shapes teachers’ practices and professional development, but also makes the stakeholders aware of critical education issues. Distinct from action research, practitioner research provides the platform for teachers to try out ideas in practice as a means of improvement and of increasing knowledge about curriculum, teaching, and learning, and the ways of transforming them.
Contents: Colleen McLaughlin: Creating a Place for Research in Schools: Flowing with the Tide or Swimming Upstream? – Lisa J. Vernon-Dotson/Temple S. Lovelace/Kaleigh N. Bantum: Creating a Schoolwide Culture to Support Practitioner Research – Nagendralingan Ratnavadivel/Lim Chong Hin: Curriculum Management and Development: Practitioner Research And Quality Learning – Lynne Hannay: Reconstructing professional knowledge through collaborative participatory research – Johanna F. Schwarz/Michael Schratz: From Portrait to Practice. Learning to research into learning and teaching – Muriel Wells: Teachers as Researchers: Models of Professional Learning – Ryan Flessner: Pushing the Field of Practitioner Research: Utilizing ‘Reflective Third Spaces’ to Explore Educational Practice – Robin McTaggart: Practitioner research for ESL in Indigenous education - who is the practitioner and what is the practice? – Helen Mahoney: Professional portfolios: A platform for graduate students’ self-study – Reyes L. Quezada/Heather Lattimer/Joi Spencer: Opportunities and Obstacles in Action Research as a Pathway to Developing as a Practitioner Researcher – Christa Fouché/Neil Lunt: A ‘Framework of Opportunity’ for Practitioner Research – Jeong-Hee Kim: Teacher Inquiry as Phenomenological Bildungsroman – Amy Vetter/Melissa Marty/Joy Myers/Hollis Wroblewski/Madison Barringer/Ashlea Hitchcock: Opportunities and Obstacles: Thriving and Overcoming in Practitioner Research – Joan T. Wynne: The Ethics of Moving from Deficit Research to Youth Participatory Action Research – Gregory M. Hauser/Thomas P. Thomas: The Preparation and Training of Elementary and Secondary School Teachers in the USA Related to Social Diversity – Gail E. Burnaford: Experienced Educators and Practitioner Research: The Challenge for University Graduate Programs – Pam Bishop: The Importance of Ethics and Practitioner Research in High-Poverty Schools.
About the author(s)/editor(s)
Issa M. Saleh is an Associate Professor at the Bahrain Teachers College at the University of Bahrain. He received his Bachelor degree in Science, and his Master and Doctorate in Education from the University of North Florida, Jacksonville (USA).
Myint Swe Khine is an Associate Professor and Head of Science, Mathematics and ICT Department at the Bahrain Teachers College at the University of Bahrain. He received his Master degrees from the University of Southern California, Los Angeles (USA) and the University of Surrey, Guildford (UK), and a Doctorate in Education (EdD) from Curtin University of Technology Australia.
«‘Practitioner Research in Teacher Education’ provides a wonderful set of chapters that take seriously the intellectual lives and professional knowledge of teachers as central to school improvement and student learning. A global dialogue about teacher empowerment, this book offers vivid case examples and well-conceptualized models of practice. It is a must-read for anyone involved in teacher education and teacher professional development.» (Christine Sleeter, California State University Monterey Bay)