Teacher research: From theoretically-conceptual framework to the practice landmarks.
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Teacher research is long– known concept in pedagogical literature and the phenomenon not new in the practice. However, there are different ways of conceptualising this kind of research and many dilemmas concerning its realization. This paper searches for the landmarks which could be useful if we want to encourage, research and realize this kind of research. Our search involves: 1. Clarification of the theoretical conceptual framework of teacher research; 2. Presentation and explanation of the general teacher research characteristics; 3. Discussion of the characteristics that the successful research of this kind have. The paper gives the analysis, integration and interpretation of different sources: literature on the contemporary tendencies in pedagogical epistemology and methodology (particularly postmodern and critically oriented), literature on teachers’ research and the experiences of teachers researching own practice. The most important landmarks are: 1. Teacher research should be ...based on the teacher’s research attitude and issues
which are relevant for him/her; 2. Inseparability of research, practice and professional
development; 3. Critical nature and change as the part of research process.
Keywords:
teacher research / teacher’s research stance / emancipation of teaching professionSource:
Contemporary issues of education quality, 2013, 439-453Publisher:
- Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and Andragogy
- Faculty of Adult Education and HRD, University of Pécs, Hungary
Funding / projects:
- Models of evaluation and strategies for improvement of education quality in Serbia (RS-MESTD-Basic Research (BR or ON)-179060)
Institution/Community
Pedagogija / PedagogyTY - CHAP AU - Radulović, Lidija R. PY - 2013 UR - http://reff.f.bg.ac.rs/handle/123456789/3578 AB - Teacher research is long– known concept in pedagogical literature and the phenomenon not new in the practice. However, there are different ways of conceptualising this kind of research and many dilemmas concerning its realization. This paper searches for the landmarks which could be useful if we want to encourage, research and realize this kind of research. Our search involves: 1. Clarification of the theoretical conceptual framework of teacher research; 2. Presentation and explanation of the general teacher research characteristics; 3. Discussion of the characteristics that the successful research of this kind have. The paper gives the analysis, integration and interpretation of different sources: literature on the contemporary tendencies in pedagogical epistemology and methodology (particularly postmodern and critically oriented), literature on teachers’ research and the experiences of teachers researching own practice. The most important landmarks are: 1. Teacher research should be based on the teacher’s research attitude and issues which are relevant for him/her; 2. Inseparability of research, practice and professional development; 3. Critical nature and change as the part of research process. PB - Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and Andragogy PB - Faculty of Adult Education and HRD, University of Pécs, Hungary T2 - Contemporary issues of education quality T1 - Teacher research: From theoretically-conceptual framework to the practice landmarks. EP - 453 SP - 439 UR - https://hdl.handle.net/21.15107/rcub_reff_3578 ER -
@inbook{ author = "Radulović, Lidija R.", year = "2013", abstract = "Teacher research is long– known concept in pedagogical literature and the phenomenon not new in the practice. However, there are different ways of conceptualising this kind of research and many dilemmas concerning its realization. This paper searches for the landmarks which could be useful if we want to encourage, research and realize this kind of research. Our search involves: 1. Clarification of the theoretical conceptual framework of teacher research; 2. Presentation and explanation of the general teacher research characteristics; 3. Discussion of the characteristics that the successful research of this kind have. The paper gives the analysis, integration and interpretation of different sources: literature on the contemporary tendencies in pedagogical epistemology and methodology (particularly postmodern and critically oriented), literature on teachers’ research and the experiences of teachers researching own practice. The most important landmarks are: 1. Teacher research should be based on the teacher’s research attitude and issues which are relevant for him/her; 2. Inseparability of research, practice and professional development; 3. Critical nature and change as the part of research process.", publisher = "Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and Andragogy, Faculty of Adult Education and HRD, University of Pécs, Hungary", journal = "Contemporary issues of education quality", booktitle = "Teacher research: From theoretically-conceptual framework to the practice landmarks.", pages = "453-439", url = "https://hdl.handle.net/21.15107/rcub_reff_3578" }
Radulović, L. R.. (2013). Teacher research: From theoretically-conceptual framework to the practice landmarks.. in Contemporary issues of education quality Faculty of Philosophy, University of Belgrade, Serbia Institute for Pedagogy and Andragogy., 439-453. https://hdl.handle.net/21.15107/rcub_reff_3578
Radulović LR. Teacher research: From theoretically-conceptual framework to the practice landmarks.. in Contemporary issues of education quality. 2013;:439-453. https://hdl.handle.net/21.15107/rcub_reff_3578 .
Radulović, Lidija R., "Teacher research: From theoretically-conceptual framework to the practice landmarks." in Contemporary issues of education quality (2013):439-453, https://hdl.handle.net/21.15107/rcub_reff_3578 .