000			03399cam a22004214a 4500
008			110711s2012 enk b 001 0 eng
010			_a 2011025972
015			_aGBB155804 _2bnb
016	7		_a015803890 _2Uk
020			_a9780415597685
020			_a9780415597685 (paperback)
035			_a(OCoLC)ocn666242895
040			_aDLC _cDLC _dYDX _dBTCTA _dYDXCP _dDEBBG _dUKMGB _dBWK _dCDX _dBWX _dDLC
042			_apcc
050	0	0	_aLB1731 _b.E542 2012
082	0	0	_a371.1 _223
084			_aEDU000000 _aEDU010000 _aEDU025000 _2bisacsh
084			_a5,3 _2ssgn
084			_aDN 2000 _2rvk
245	0	0	_aEnhancing practice through classroom research : _ba teacher's guide to professional development / _cCaitriona McDonagh ... [et al.].
260			_aNew York : _bRoutledge, _c2012.
300			_avi, 168 p. ; _c24 cm.
520			_a"Enhancing Practice through Classroom Research addresses the growing trend in educational contexts for teachers to engage in CPD and develop as excellent practitioners. It a guide for teachers, by teachers, on how to improve practice - and understanding of practice - through a personal process of reflection, research and action.The book will provide much needed guidance for teachers engaged in postgraduate studies in reflective practice and professional development, and structured around real life examples of research undertaken by teachers, it will be highly supportive for teachers in the classroom interested in small-scale research projects. The book presents a framework beginning and developing research, in four key sections: Section one deals with reflection on practice, exploring concerns about practice and identifying values; section two examines ideas around why practitioners might be concerned about their practice; section three outlines how readers can develop a personal action plan and gather data to show any changes or possible improvements in their work; the final section shows how readers can draw on the evidence they have produced to develop their own personal theory of education. It covers key issues central to effective professional development and improving practice in the classroom: Understanding the concept of the professional and reflecting on how values inform practice Identifying critical questions such as why you teach as you do Deciding how to investigate the issues you've identified developing a research plan and collecting data Interpreting and making meaning from data writing up each stage of your research. Each section includes two chapters, the first describing real life experiences of researching and reflection in the classroom, giving the reader the opportunity to use the studies to think critically and reflect on their own practice. The second chapter explains a specific stage of the research process project and its rationale, and includes tasks throughout for readers to undertake to encourage reflection"-- Provided by publisher.
504			_aIncludes bibliographical references and index.
650		0	_aTeachers _xIn-service training.
650		0	_aTeachers _xProfessional relationships.
650		0	_aReflective teaching.
700	1		_aMcDonagh, Caitriona.
035			_a(IMchF)fol13801677
526	0		_aULT
700			_aRoche, Mary.
700			_aSullivan, Bernie.
700			_aGlenn, Mairin.
005			20170126100124.0
001			54562
003			UOWD
942			_cTEACHERREF
999			_c21626 _d21626