A Methodological Framework for Studying Policy-Oriented Teacher Inquiry in Qualitative Research Contexts

Autor/in	Koro-Ljungberg, Mirka
Titel	A Methodological Framework for Studying Policy-Oriented Teacher Inquiry in Qualitative Research Contexts
Quelle	In: Teachers and Teaching: Theory and Practice, 20 (2014) 6, S.764-782 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2014.885703
Schlagwörter	Teacher Researchers; Cooperation; Inquiry; Educational Policy; Qualitative Research; Research Methodology; Marxian Analysis; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Lehrerforschung; Co-operation; Kooperation; Politics of education; Bildungspolitik; Qualitative Forschung; Research method; Forschungsmethode; Marxism; Marxismus; Theorie-Praxis-Beziehung
Abstract	System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marx's dialectic method. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10