Introductory chapter of “School-based research” by Elaine Wilson

Teachers constantly reflect on classroom interactions and question why students behave and perform in a particular way. However, to understand why things happen in the way they do necessitates standing back and taking time to deliberate more explicitly about practice. This requires the conscious management of thinking and activity through setting aside time to:

  • learn about theories or codified explicit knowledge
  • engage in activities and make explicit tacit knowledge
  • justify and develop new knowledge
  • subject new ideas to the critical scrutiny of other practitioners.

This chapter includes information about:

  • Types of knowledge about teaching and learning
  • Reflecting as learning
  • Researching practice
    • Making more informed judgements through classroom-based research
    • Reflection and reflexivity
  • Creating new knowledge about teaching and learning
    • Research that contributes to understanding
    • Creating practical knowledge based on an intervention
  • Teachers creating new knowledge about teaching and learning

Why should teachers do school-based research?

Introductory chapter of “School-based research” by Elaine Wilson

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