“A problem is a chance for you to do your best.” This quote from Duke Ellington, in another sense, implies that to several possible answers to a problem, individuals can come up with the most beneficial solution. As a general thought, there could be no other way to solve…
Action research, otherwise known as participatory research, collective inquiry, emancipatory research, action learning, contextual action research, depending on the theme (O’Brien, 1998), is an “inquiry or research in the context of focused efforts to improve the quality of an organization and its performance” (North Central Regional Educational Laboratory, n.d.). Unlike ordinary research, the members of the said institution who design and conduct action research are also part of the study themselves. They find ways to develop how things are done in their fields.
The process of action research which consists of four steps which are planning, acting, observing and reflecting, as presented by Stephen Kemmis (cited in O’Brein, 1998), makes it very useful in developing methods and materials in schools as it presents new ideas and options to teachers. It allows them to evaluate outcomes of their teaching strategies and lay these down to fellow mentors to lessen drawbacks among their students. Through this, further possible needed changes and amendments in the institution’s educational programs and syllabus can be carried out.
In problems previously and presently experienced in the “real world,” disputes between the “insider-outsider researchers” continue. Academicians debate about the pros and cons of one over the other and vice-versa. Issues regarding sensitivity to the problem, presumptions and assumptions, and objectivity are pointed out by the opposing bodies. Researches conducted by “outsiders,” or those not actually a part of the studied group, are said to merely “add to the knowledge in the field and to publish in peer-reviewed scholarly journals” instead of giving precise aid to the group being assessed (Collet, 2008). To add to the complications pointed out about “insider-outsider researchers,” Bridges (2001 cited in Collet, 2008) perceives that even if the individual is dubbed to be an “insider,” by being a researcher, he ...
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(Primary Education- Reflective Practioner Essay Example | Topics and Well Written Essays - 2000 Words)
“Primary Education- Reflective Practioner Essay Example | Topics and Well Written Essays - 2000 Words”, n.d. https://studentshare.net/miscellaneous/408194-primary-education-reflective-practioner.
The sociopolitical events of the past century had prompted a paradigm shift towards teaching history starting from primary school students, using it as a tool to enhance the analytical acumen of its recipients. Traditionally, during the pre-globalization era, history was often taught to reinforce notions of ethics and values using historical figures and events.
Teaching begins at an early age of the child development, the teaching school being classified as early childhood development, the children are first enrolled in baby class, then to pre unit and lastly to the nursery school. The next level of their education is the primary school.
Reflective Practice can be understood in theoretical terms as deriving from the work of Donald Schon, an educational theorist - 'reflection in action' (Schon, 1983), and has developed through what is now usually termed the experiential learning process as described and represented diagrammatically by David Kolb (Kolb, 1984) which will be further elaborated in the later part.
In this paper I will first discuss the use of use 'circle time' to develop aspects of my (practitioner's) classroom management; the I will refer to questioning children using 'open' questions effectively and confidently and present the formative assessment; also I will discuss about how children select a talk partner and give children a chance to talk between themselves and reflect upon the question and their answer before answering the teacher's 'open-ended' questions ; usually , this encourages them to become reflective learners and to take ownership of their learning experiences.
According to the report there is a British Home Education program, authorized by the government, for those who do not want to attend a regular school. The Home Education program should follow a structured curriculum that is appropriate for the educational development. The exact number of home schooled children cannot be determined yet.
Though, I will agree that taking data from literature is essential, but to have a piece of advice from a senior and more experienced colleague is even more efficient than just having some useful tips from the library. On the other hand,
Through the enactment of legislations, and the creation of conditions that facilitate the advancement of education, the UK has ensured that its education system is stable, progressive, and nurturing. In this paper, I will discuss the dynamics
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