|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Practitioner research and excellence in teaching|
|Publisher:||Scottish Educational Review|
|Citation:||Reeves J, Redford M & McQueen I (2010) Practitioner research and excellence in teaching, Scottish Educational Review, 42 (2), pp. 74-88.|
|Abstract:||This paper explores the relationship between established teachers’ professional learning and their use of practitioner enquiry, or action research, as a means of improving the quality of their classroom teaching. It reports on one aspect of a ten-month pilot study jointly funded by the Scottish Government and the General Teaching Council for Scotland (GTCS) to explore means of evaluating the impact of the Chartered Teacher initiative on pupil learning. Whilst the study found evidence for the beneficial effects of teachers’ engagement in practitioner research, as part of the requirement of Chartered Teacher programmes, it also raised a number of issues as to exact nature of participants’ learning and whether current approaches to the use of practitioner research in teacher education need to be re|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.|
|Notes:||After a 12 month delay, the full text of this work will be available from the Scottish Educational Review web pages: http://www.scotedreview.org.uk/view_issue.php?id=42|
University of Glasgow
|2010_42_2_Nov_06-Reeves.pdf||124.96 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.