Introduction to Critical Reflection and Action for Teacher Researchers

Bernie Sullivan, Máirín Glenn, Mary Roche, Caitriona McDonagh

• Publisher: Routledge
• Year: 2016
• Print ISBN: 9781138911048
• eBook ISBN: 9781317435112
• Edition: 1
• Topic: Education
• Subtopic: Education General

Introduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance.

By exploring how to engage in an authentic, practical and personalised framework, the book encourages critical reflection and action on educational practice. Moving through the process of reflecting on practice, engaging in critical thinking and planning and taking action, it helps the reader to subsequently generate educational theory from their own personal learning. Examples from the authors' experiences illustrate the issues raised in each section, with 'Pause and Reflect' activities, guidelines for conducting a research project and annotated further reading available for every chapter.

Introduction to Critical Reflection and Action for Teacher Researchers is based on the idea that reflection is in itself a deliberate action and something we must live - it is key to understanding our practice and is a core component of action research. This book is a valuable guide for teachers, trainee teachers and researchers interested in reflecting on and enhancing their teaching practice.

Index

abstract, written account heading 130

academic institutions, headings for written report 129–39

action plan, drawing up 76–8

action research 24–38, 127–44; critical pedagogy 32–6; cyclical nature of 139; definition 25–7; language of 30; life-enhancing 140; lifelong 69–70; reflection plays central role 24; risky business 68–9; self-study 27–30; values and 30–2; way of being 30

action researchers, characteristics of 27

‘aesthetic’ education 34

Alderson, P. 97

Alexakos, K. 121–2

Alhadeff, M. 14

Altrichter, H. 11

anonymity and confidentiality 94, 97, 98, 118, 133

assumptions see values

attitudes see values

authenticity 102–3

autobiographies, examining practice through own 46

Ballantine, J.H. 20

banking metaphor (Freire) 33

Bassey, M. 24

beliefs see values

Belmont Report 95–6

beneficence 95

Berry, K. 35

Biesta, G. 110

Bloom’s Taxonomy 10

Bohm, D. 52, 136

Bolton, G. 11, 14

Boud, D. 49

Bradbury, H. 2, 58, 63, 122, 123

Brannick, T. 20, 121

British Education Research Association 97

Broch, H.B. 97

Brookfield, S. 2, 14, 15, 17, 19, 20, 32, 40, 46, 48, 49–50, 62, 63–4

Brookfield’s lenses 46–7, 63–4

Bruce Ferguson, P. 68

Brydon-Millar, M. 48, 58, 63

Buber, M. 60, 61, 66

Bullough, R.V. 31

care, ethical value 98

Carr, W. 63

change 112–26; begins with you 113–16; evidence of 116–19; new learning from 119–22

child protection guidelines 47, 80, 95, 97, 118

Children First: National Guidance for the Protection and Welfare of Children 97

childrenÔs voices heard 80–1, 119–20, 124

Chomsky, N. 41, 43, 45

claim to knowledge 135

Cochran-Smith, M...

Table of contents

• Cover Page
• Half Title Page
• Title Page
• Copyright Page
• Dedication
• Contents
• Acknowledgements
• Introduction
• Section I Where to begin?
• Section II Putting your research in context
• Section III How do I evaluate changes I make?
• Section IV The significance of your research
• Conclusion
• Bibliography
• Index