ERIC Number: EJ870121
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 38
Practitioner Research in Education: The Critical Perspectives of Doctoral Students
Pilkington, Rachel M.
Studies in the Education of Adults, v41 n2 p154-174 Aut 2009
Why do teachers and other educational practitioners become researchers of their own practice? Is their primary motivation one of self-development, the attainment of a doctoral qualification, or the desire to improve outcomes for their learners? Practitioner research is often believed to bring about transformation, particularly in its more collaborative action forms. In these forms of research, the focus is on improvement through cycles of intervention in a process that goes beyond evaluation of one's own practice toward engaging others in organisational change. Do those who sign up to doctoral study with a strong emphasis on practitioner research seek such transformation? Where do they see the potential for transformation located; in their own classrooms, in changes to educational systems or in raising the awareness of policy makers? These questions are explored through the voices of students enrolled on a professional doctorate programme in Learning and Learning Contexts.
Descriptors: Teacher Researchers, Educational Research, Doctoral Programs, Action Research, Inquiry, Professional Development, Higher Education, Educational Practices, Role Perception
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A