Education in Action: Reflective Practice
| dc.contributor.author | Siddiqui, Muhammad A. | |
| dc.date.accessioned | 2018-06-29T21:48:46Z | |
| dc.date.available | 2018-06-29T21:48:46Z | |
| dc.date.issued | 2012-07 | |
| dc.description.abstract | Action research and learning is a process to improve the practice of teaching and training by critical analysis and engage our self in designing and evaluating training programmes and continuing professional development. Personal narrative writing on our experiences and practice plays a vital role in learning and teaching. Self evaluation is useful to assess our performance using videotapes recording during teaching, logbooks, and personal portfolios. There is a strong relationship between research and teaching. Collaborative nature of learning and understanding of process of research is crucial for broad approach to educational enquiry, research and evaluation. | |
| dc.description.eprintid | 2870 | |
| dc.description.faculty | sch_pod | |
| dc.description.ispublished | pub | |
| dc.description.number | 1 | |
| dc.description.referencetext | Aharonian, N. (2008). Teacher writing for professional learning: A narrative. English Teaching: Practice and Critique, 7(3), 115-125 Elton, L. (2001). Research and teaching: conditions for a positive link, Teaching in Higher Education, 6, 43-56. Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy. Professional Development for Teachers and School Leaders. Retrieved April 29, 2011, from http://research.acer.edu.au/professional_dev/1 Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall Monroe, R. (1992). Getting it down and sending it out. In K. L. Dahl (Ed.), Teacher as writer: Entering the professional conversation (pp. 69-73). Urbana, ILL: NCTE Macdonald, R. (2006). The use of evaluation to improve practice in learning and teaching. Innovations in Education and Teaching International, 43 (1), 03-13 Morrison, J. (2003). ABC of learning and teaching in medicine: Evaluation. BMJ, 326, 385-387 Nicholls, G. (2005). 'New lecturers' constructions of learning, teaching and research in higher education. Studies in Higher Education, 30 (5), 611-625 Rice, R. E. (1992). Towards a broader conception of scholarship: the American context, in: T. Winston & R. Geiger (Eds) Research and higher education (Buckingham, UK, Open University Press). Zuber-Sketnitt, O. (1993). Improving Learning and Teaching through Action Learning and Action Research. Higher Education Research and Development, 12 (1), 45-58 | |
| dc.description.status | pub | |
| dc.description.volume | 1 | |
| dc.format.extent | 172-179 | |
| dc.identifier | ER2870 | |
| dc.identifier.citation | Siddiqui, M. (2012) Education in Action: Reflective Practice, Journal of Health and Education, vol. 1, pp. 172-179. | |
| dc.identifier.issn | 2227-2798 | |
| dc.identifier.uri | https://eresearch.qmu.ac.uk/handle/20.500.12289/2870 | |
| dc.relation.ispartof | Journal of Health and Education | |
| dc.title | Education in Action: Reflective Practice | |
| dc.type | article | |
| dcterms.accessRights | public | |
| qmu.author | Siddiqui, Muhammad A. | |
| rioxxterms.type | article |
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