Flying Solo: Teachers Take Charge of Their Learning through Self-Study Research

Autor/inn/en	Samaras, Anastasia; Roberts, Libbie
Titel	Flying Solo: Teachers Take Charge of Their Learning through Self-Study Research
Quelle	In: Journal of Staff Development, 32 (2011) 5, S.42-45 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Action Research; Educational Change; Teacher Improvement; Academic Achievement; Professional Development; Teacher Effectiveness; Educational Improvement; Independent Study + Suchen Sie Ihr Suchwort? Projektforschung; Bildungsreform; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Selbststudium
Abstract	Self-study teacher research is designed to encourage teachers to be agents of their own reform initiatives while working collaboratively with school colleagues. It has proven useful to an array of educators coming from multiple disciplines and programs. In self-study, teachers critically examine their actions and the context of those actions as a way of developing a more consciously driven mode of professional activity, as contrasted with action based on habit, tradition, or impulse. Self-study allows teachers to plan, enact, and assess their pedagogical strategies with the support and critique of professional colleagues while examining the impact of their efforts on student learning. Although self-study is a recursive process, the steps listed in this article provide guidelines for teachers who are new to self-study research. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10