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  3. Faculty of Social Sciences Journal Articles
Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/2979
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dc.contributor.authorReeves, Jennyen_UK
dc.contributor.authorRedford, Moragen_UK
dc.contributor.authorMcQueen, Ireneen_UK
dc.date.accessioned2016-11-22T01:31:04Z-
dc.date.available2016-11-22T01:31:04Zen_UK
dc.date.issued2010-11en_UK
dc.identifier.urihttp://hdl.handle.net/1893/2979-
dc.description.abstractThis 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 revised.  Full text of this work will be available from the Scottish Educational Review web pages: http://www.scotedreview.org.uk/content/2010/42[2]/en_UK
dc.language.isoenen_UK
dc.publisherScottish Educational Reviewen_UK
dc.relationReeves J, Redford M & McQueen I (2010) Practitioner research and excellence in teaching. Scottish Educational Review, 42 (2), pp. 74-88. http://www.scotedreview.org.uk/view_issue.php?id=42[2]en_UK
dc.rightsThe 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.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjectpractitioner researchen_UK
dc.subjectteaching qualityen_UK
dc.subjectprofessional learningen_UK
dc.subjectTeachers In-service training Scotlanden_UK
dc.subjectTeachers Certification Great Britainen_UK
dc.subjectEffective teachingen_UK
dc.subjectEducation Researchen_UK
dc.titlePractitioner research and excellence in teachingen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31en_UK
dc.citation.jtitleScottish Educational Reviewen_UK
dc.citation.issn0141-9072en_UK
dc.citation.volume42en_UK
dc.citation.issue2en_UK
dc.citation.spage74en_UK
dc.citation.epage88en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.identifier.urlhttp://www.scotedreview.org.uk/view_issue.php?id=42[2]en_UK
dc.author.emailcjr1@stir.ac.uken_UK
dc.contributor.affiliationProfessional Education - LEGACYen_UK
dc.contributor.affiliationProfessional Education - LEGACYen_UK
dc.contributor.affiliationUniversity of Glasgowen_UK
dc.identifier.wtid826391en_UK
dcterms.dateAccepted2010-11-30en_UK
dc.date.filedepositdate2011-05-02en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorReeves, Jenny|en_UK
local.rioxx.authorRedford, Morag|en_UK
local.rioxx.authorMcQueen, Irene|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2999-12-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filename2010_42_2_Nov_06-Reeves.pdfen_UK
local.rioxx.filecount1en_UK
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