<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Douglas and Ellis (2011, p. 175) suggest that institutionally universities and schools are required to work with different conceptual tool-kits. Seeking to minimise the potential standoff between academic and practitioner knowledge, and, therefore, to enhance the learning of student teachers, means, they suggest, rethinking both the social relationships and the processes of abstracting knowledge from experience. Lingard and Renshaw (2010) advocate that all education practitioners, policy makers and teachers, should have a researcherly disposition, be interested in research and knowledge production and see themselves as participants in the field of educational research broadly defined.</p></abstract>

Douglas and Ellis (2011, p. 175) suggest that institutionally universities and schools are required to work with different conceptual tool-kits. Seeking to minimise the potential standoff between academic and practitioner knowledge, and, therefore, to enhance the learning of student teachers, means, they suggest, rethinking both the social relationships and the processes of abstracting knowledge from experience. Lingard and Renshaw (2010) advocate that all education practitioners, policy makers and teachers, should have a researcherly disposition, be interested in research and knowledge production and see themselves as participants in the field of educational research broadly defined.

Developing Researcherly Dispositions in an Initial Teacher Education Context: Successes and Dilemmas

Education Department of St Patrick's College, Co Tipperary, Ireland

International Journal for Transformative Research

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Douglas and Ellis (2011, p. 175) suggest that institutionally universities and schools are required to work with different conceptual tool-kits. Seeking to...

Developing Researcherly Dispositions in an Initial Teacher Education Context: Successes and Dilemmas

Publicado en línea: 29 sept 2014

Páginas: 45 - 62

DOI: https://doi.org/10.2478/ijtr-2014-0003

Palabras clave
self-study action research, living theory, transformative learning, professional development

© 2014 Mary Roche

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Developing Researcherly Dispositions in an Initial Teacher Education Context: Successes and Dilemmas

Publicado en línea: 29 sept 2014

Páginas: 45 - 62

DOI: https://doi.org/10.2478/ijtr-2014-0003

Palabras claveself-study action research, living theory, transformative learning, professional development

© 2014 Mary Roche

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
self-study action research, living theory, transformative learning, professional development