Strategie badania praktyki przez nauczycieli akademickich jako wyraz uczenia się nieformalnego
DOI:
https://doi.org/10.12775/RA.2018.10Schlagworte
nauczyciel akademicki, uczenie się nieformalne, badania międzynarodowe, strategie badania własnej praktykiAbstract
Podejmowane przez nauczycieli akademickich działania skierowane na poznawanie i doskonalenie własnej praktyki są wyrazem ich nieformalnego uczenia się. Autorka próbuje określić kierunki aktywności badawczej nauczycieli akademickich, którzy kształcą przyszłych nauczycieli. Dokonuje ich przeglądu w oparciu o analizę literatury międzynarodowej. Odnajduje cztery strategie zmierzające do uczenia się poprzez poszukiwania badawcze dotyczące własnej praktyki dydaktycznej: strategię opisu, strategię wzbogacania rzemiosła, strategię ewaluacji oraz strategię współpracy.
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Netografia
Tack H., Vanderlinde R. (2015), Teacher Educators’ Professional Development: The Development of a Researcherly Disposition, Annual Meeting of the American Educational Research Association, Abstracts. Chicago, dostępny na: http://hdl.handle.net/1854/LU-7004424 (otwarcie wielokrotne 2017).
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