Introduction to critical reflection and action for teacher researchers / Bernie Sullivan, Mairin Glenn, Mary Roche and Caitriona McDonagh.

By: Sullivan, Bernie [author].

Contributor(s): Glenn, Máirín [author] | Roche, Mary (Lecturer in education) [author] | McDonagh, Caitriona [author].

Material type: materialTypeLabel

BookPublisher: London ; New York : Routledge, 2016Copyright date: ©2016Description: 164 pages ; 23 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 9781138911055 (paperback).Subject(s): Action research in education

| Reflective teaching

DDC classification: 370.72

Contents:

Introduction -- Section I: Where to begin? / Mary Roche -- Pausing and reflecting -- What is action research? -- Section II: Putting your research in context / Mairin Glenn -- Thinking critically -- Experiencing oneself as a living contradiction -- Section III: How do I evaluate changes I make? / Catriona McDonagh -- Generating data -- Ethics, rigour and validity -- Section IV: The significance of your research / Bernie Sullivan -- The teacher as an agent of change -- Sharing and sustaining your action research -- Conclusion.

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General lending	MTU Bishopstown Library Lending	370.72 (Browse shelf(Opens below))	Available	CIT Module PLAC 7013 - Core reading.	00218651

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Enhanced descriptions from Syndetics:

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.

Bibliography: (pages 148-158) and index.

CIT Module PLAC 7013 - Core reading.

Table of contents provided by Syndetics

Acknowledgements (p. ix)
Introduction (p. 1)
Section I Where to Begin? (p. 7)
1 Pausing and reflecting (p. 8)
2 What Is action research? (p. 24)
Section II Putting Your Research in Context (p. 39)
3 Thinking critically (p. 40)
4 Experiencing oneself as a living contradiction (p. 57)
Section III How Do I Evaluate Changes I Make? (p. 73)
5 Generating data (p. 74)
6 Ethics, rigour and validity (p. 93)
Section IV The Significance of Your Research (p. 111)
7 The teacher as an agent of change (p. 112)
8 Sharing and sustaining your action research (p. 127)
Conclusion (p. 145)
Bibliography (p. 148)
Index (p. 159)

Author notes provided by Syndetics

Bernie Sullivan is a former principal of a primary school in Dublin, Ireland. She currently works as a tutor for second-level student teachers on school placement at St. Patrick's College, Thurles, and also supervises action research projects at the University of Limerick, Ireland.
Mirn Glenn works in Co. Mayo, Ireland, as a primary school teacher and school principal. She also works as a part-time tutor in the area of self-study action research with students on Masters programmes at St. Angela's College, Sligo; St. Patrick's College, Dublin and Hibernia College, Ireland.
Mary Roche is Senior Lecturer in Education at St Patrick's College, Thurles, Ireland. Following a career in primary teaching, Mary lectured in Primary English at Mary Immaculate College, Limerick (BEd) and on Action Research (MEd) at University College Cork, Ireland.
Caitriona McDonagh spent many years as a primary teacher. Recently, she has supported teacher continuous professional learning and initial teacher education across a number of settings and teacher education colleges in Ireland.