Researching Your Professional Practice (Paperback or Softback)

Radnor, Hilary A.

ISBN 10: 0335207634 / ISBN 13: 9780335207633

Editore: Open University Press 12/1/2001, 2001

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Researching Your Professional Practice 0.53. Codice articolo BBS-9780335207633

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Titolo: Researching Your Professional Practice (...

Casa editrice: Open University Press 12/1/2001

Data di pubblicazione: 2001

Legatura: Paperback or Softback

Condizione: New

Tipologia articolo: Book

Descrizione articolo

Riassunto:

* What is interpretive research?

* How do you approach doing interpretive research?

* How do you do interpretive research well?

This book is for the professional educator who wants to make use of good interpretive research practice to help them do their job better. A view on the nature of interpretation within the qualitative approach is presented which leads on to a model of doing qualitative research the interpretive way that is both credible and trustworthy. The book is designed to demystify the interpretive/qualitative research process for educators doing a further degree at masters or doctoral level. Examples in the book from doctoral students who are teachers, lecturers, advisers and education managers, cover the area of arts education, TEFL, home-school relations and teacher education and development. The book will be of particular interest to educators doing research who want to raise their awareness of the perceptions and needs of others with whom and for whom they are responsible and who want to improve their understanding of the process and the content of their work.

L'autore:

As an educational researcher, Hilary Radnor has specialised in investigating the impact that centrally imposed policy initiatives in education have had on the professional working practices of teachers, concentrating on understanding the impact from the teachers' perspectives. Supervising many practising teachers doing advanced degrees, she developed a teaching module in interpretive research. This book is the outcome of ten years teaching the topic.