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Repositioning Research As Writing to Improve Student Learning
Citation
Booth, S, Repositioning Research As Writing to Improve Student Learning, Australian Journal of Teacher Education, 32, (4) pp. 1-13. ISSN 1835-517X (2007) [Refereed Article]
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Copyright Statement
Copyright 2007 Australian Journal of Teacher Education
Official URL: http://ro.ecu.edu.au/ajte/vol32/iss4/
Abstract
In recent years teacher education has used the process and practices of research to improve pre-service teachers’ pedagogical practices. Pre-service teachers, however, generally prefer to understand the practices of teaching rather than research. This paper considers the writing process rather than the research process as central to the construction of pre-service teachers’ subjectivities. It explores the responses of twenty-six Tasmanian Secondary English postgraduate pre-service teachers in 2004 and 2005, drawing on data from research writing projects, surveys and interviews. These responses indicated that when writing is positioned central to the research process it can change pre-service teachers’ construction of research and in turn improve pedagogical practice and most importantly student learning.
Item Details
Item Type: | Refereed Article |
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Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Curriculum and pedagogy theory and development |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Teacher and instructor development |
UTAS Author: | Booth, S (Dr Sara Booth) |
ID Code: | 76137 |
Year Published: | 2007 |
Deposited By: | Academic Division |
Deposited On: | 2012-02-28 |
Last Modified: | 2012-06-28 |
Downloads: | 303 View Download Statistics |
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