The Role of Research in Teachers' Work : Narratives of Classroom Action Research

In the debate regarding what constitutes teachersâ work, academics and bureaucrats continue to speak for teachers, with teachersâ voices rarely heard and not accorded equal recognition. The Role of Research in Teachersâ Work addresses this imbalance by privileging teachersâ voices as they narrate their experiences of engaging in systematic inquiry. The book embeds the teacher narratives within the scholarly debates about the nature of knowledge and the nature of professional practice. Scanlon examines the knowledge teachers create through their research and how that knowledge is perceived by others within the school community. This book can be read as a companion volume to Scanlonâs 2015 Routledge publication My School, or as a standalone exploration of teachersâ own narratives of engaging in action research. Together, these two books are unique in contemporary writing on schools, representing one of the only comprehensive longitudinal studies of a low socioeconomic secondary school from the perspective of those who learn and teach therein. This book enables teachers to be part of the scholarly conversation about their work and the place of research in that work. As such, it should be essential reading for academics, teacher educators and postgraduates in the field of education. It should also be of interest to policymakers and teachers. [Publishers website] In the debate regarding what constitutes teachersâ work, academics and bureaucrats continue to speak for teachers, with teachersâ voices rarely heard and not accorded equal recognition. The Role of Research in Teachersâ Work addresses this imbalance by privileging teachersâ voices as they narrate their experiences of engaging in systematic inquiry. The book embeds the teacher narratives within the scholarly debates about the nature of knowledge and the nature of professional practice. Scanlon examines the knowledge teachers create through their research and how that knowledge is perceived by others within the school community. This book can be read as a companion volume to Scanlonâs 2015 Routledge publication My School, or as a standalone exploration of teachersâ own narratives of engaging in action research. Together, these two books are unique in contemporary writing on schools, representing one of the only comprehensive longitudinal studies of a low socioeconomic secondary school from the perspective of those who learn and teach therein. This book enables teachers to be part of the scholarly conversation about their work and the place of research in that work. As such, it should be essential reading for academics, teacher educators and postgraduates in the field of education. It should also be of interest to policymakers and teachers. [Publishers website] "In the debate regarding what constitutes teachers' work, academics and bureaucrats continue to speak for teachers, with teachers' voices rarely heard and not accorded equal recognition. The Role of Research in Teachers' Work addresses this imbalance by privileging teachers' voices as they narrate their experiences of engaging in systematic inquiry. The book embeds the teacher narratives within the scholarly debates about the nature of knowledge and the nature of professional practice. Scanlon examines the knowledge teachers create through their research and how that knowledge is perceived by others within the school community. This book can be read as a companion volume to Scanlon's 2015 Routledge publication My School, or as a standalone exploration of teachers' own narratives of engaging in action research. Together, these two books are unique in contemporary writing on schools, representing one of the only comprehensive longitudinal studies of a low socioeconomic secondary school from the perspective of those who learn and teach therein. This book enables teachers to be part of the scholarly conversation about their work and the place of research in that work. As such, it should be essential reading for academics, teacher educators and postgraduates in the field of education. It should also be of interest to policymakers and teachers."--Provided by publisher Cet ouvrage présente la construction de l’identité italienne, de l’Italie « expression géographique » que dévalorise Metternich en 1815 à la grande puissance économique actuelle, intégrée à l’Union européenne. Plus de deux siècles d'histoire présentés de manière simple et accessible, où l’approche chronologique, revendiquée, se double d’une réflexion sur les grands enjeux propres à chaque période. La dernière partie a été mise à jour des dernières données (dont les élections de mars 2018). Cover 1 Title 4 Copyright 5 Dedication 6 Contents 8 Acknowledgements 9 Introduction: why this book, now? 10 1 The nature of educational knowledge 22 2 The nature of teachers’ work 33 3 Answering the action research ‘call to adventure’ 51 4 Preparing for the research journey 63 5 Conducting the research 78 6 Sharing the research findings 94 7 From action research to whole school initiative: a case study 113 8 Impact and implications of the research 136 Index 150