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ERIC Number: EJ1121060
Record Type: Journal
Publication Date: 2014-Sep
Pages: 18
Abstractor: As Provided
ISSN: EISSN-2353-5415
Developing Researcherly Dispositions in an Initial Teacher Education Context: Successes and Dilemmas
Roche, Mary
International Journal for Transformative Research, v1 n1 p45-62 Sep 2014
Douglas and Ellis (2011, p. 175) suggest that institutionally universities and schools are required to work with different conceptual tool-kits. Seeking to minimise the potential standoff between academic and practitioner knowledge, and, therefore, to enhance the learning of student teachers, means, they suggest, rethinking both the social relationships and the processes of abstracting knowledge from experience. Lingard and Renshaw (2010) advocate that all education practitioners, policy makers and teachers, should have a researcherly disposition, be interested in research and knowledge production and see themselves as participants in the field of educational research broadly defined.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A