By Konstantinos Alexakos
Utilizing a sociocultural method of severe motion examine, this ebook is a primer in doing reflexive, real inquiry examine in educating and studying for educators as instructor | researchers. instead of the factitious dichotomy among concept and perform, the jobs of instructor and researcher are as an alternative obvious in a dialectic courting (indicated via the emblem "|" in instructor | researcher) during which every one informs and mediates the opposite within the technique of revising and producing new wisdom that's of profit to these being researched. as well as supplying a theoretical origin for actual inquiry, Being a instructor | Researcher presents a close framework with rules and methods that educators can follow in exploring educating and studying in either formal and casual settings. It presents concrete examples of the way to take advantage of real inquiry as a foundation for taking part with others to enhance the standard of training and studying whereas cogenerating new concept and linked practices that bridge what has been defined as a theory-practice divide. incorporated during this ebook are tips on how to plan and perform real inquiry reviews, settling on applicable methodologies, equipment of knowledge assortment and research, negotiating study with human members, utilizing authenticity standards and features, and addressing demanding situations and conflicts for instructor | researchers. As a primer, this booklet serves the desires of many alternative populations together with potential and practising academics, instructor educators, starting researchers and pro researchers who're making adjustments to what and the way they examine.
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Extra resources for Being a Teacher | Researcher: A Primer on Doing Authentic Inquiry Research on Teaching and Learning
What Is Knowledge? ” This question is not often acknowledged in research, as it is assumed that there can exist only one type of knowledge, one that is neutral and derived through scientific processes and without any personal biases. It is thus that claims can then made as to the objectivity, validity, and generalizability of the research findings that generated it. For those of us who do research through a critical sociocultural lens though, this aforementioned ideology and way of seeing knowledge and values is quickly revealed as reflecting dominant thinking, values, and power structures that are hostile to the inclusion of other voices – that, as the quote by Marx above alludes to, knowledge and values are not objective but arise out of the social relationships that gave birth to them.
This primer is meant to be read and used heuristically—that is, different chapters will emerge more useful and germane depending on the reader’s interests, intent, and needs. Their meanings, too, will be different for different teacher | researchers—and as the teacher | researcher changes, these meanings too will change. 10 Chapter 2 Sociocultural Theory and Teaching and Learning … human essence is no abstraction inherent in each single individual. In its reality is the ensemble of social relations.
What good is it if the findings change with every classroom or every teacher? Aren’t teachers there just to teach the content? These are not uncommon questions that traditional researchers, policy makers, preservice and inservice teachers themselves raise. These views of teacher research done by teachers are quite pervasive since current educational policies do not place much validity in teachers researching schooling beyond technical questions, like how to teach a topic or improve test scores.