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dc.contributor.authorLocke, Terry
dc.date.accessioned2010-05-31T21:56:17Z
dc.date.available2010-05-31T21:56:17Z
dc.date.issued2010
dc.identifier.citationLocke, T. (2010). Teachers as action researchers: Towards a model of induction. L1 Educational Studies in Language and Literature, 10(2), 41-66.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/3908
dc.description.abstractTowards the end of 2006, a group of secondary and primary teachers, in collaboration with university researchers based at the University of Waikato, began a two-year journey where they researched their own practice as teachers of literature in multicultural classrooms in Auckland, New Zealand. This presentation briefly outlines the Teaching and Learning Research Initiative (TLRI), which initially provided a vision of teachers, working in partnership with university researchers, researching their own practice with the aim of enhancing the practice of the teaching profession as a whole. Through the eyes of one of the university-based researchers, but drawing on the experiences of four of the teacher participants, this presentation reflects on factors that had a bearingen_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherInternational Association for the Improvement of Mother Tongue Educationen_NZ
dc.relation.urihttp://www.l1research.org/en_NZ
dc.rightsThis article has been published in the journal: L1 Educational Studies in Language and Literature. © 2010 International Association for the Improvement of Mother Tongue Education. Used with permission.en_NZ
dc.subjectaction researchen_NZ
dc.subjectteachers as researchersen_NZ
dc.subjectteaching literatureen_NZ
dc.subjectmulticultural educationen_NZ
dc.titleTeachers as action researchers: Towards a model of inductionen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfL1 Educational Studies in Language and Literatureen_NZ
pubs.begin-page41en_NZ
pubs.elements-id34937
pubs.end-page66en_NZ
pubs.issue2en_NZ
pubs.volume10en_NZ


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