|DOI (Digital Object Identifier) Link:||http://dx.doi.org/10.1080/0965079930010308|
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This article sketches the development of the idea that educational research should be integrated with the work of teachers in schools, in the form of the teacher-as-researcher. The arguments advanced in support of this proposal are examined. These consist in part of criticisms of conventional educational research: on the grounds that it is less likely to be educationally relevant and valid than teacher research, and that it is undemocratic and exploitative of teachers. An equally important part of the case for teacher research, of course, is criticisms of 'traditional' teaching, both for the nature of the classroom learning it encourages and for its 'unreflective' character. The conclusion drawn from assessment of these arguments is that, while they have some force, they are not conclusive; and they do not add up to a convincing case for the superiority of teaching-as-research.
|Item Type:||Journal Article|
|Copyright Holders:||1993 Routledge|
|Extra Information:||Reprinted in M. Hammersley (ed). Educational Research: current issues, London, Paul Chapman, 1993.
FREE ACCESS to this paper is available via the publisher's website.
|Academic Unit/Department:||Education and Language Studies > Childhood, Development and Learning|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 9543 not found.|
|Date Deposited:||04 Mar 2010 15:24|
|Last Modified:||02 Dec 2010 20:49|
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