Strategie badania praktyki przez nauczycieli akademickich jako wyraz uczenia się nieformalnego
DOI:
https://doi.org/10.12775/RA.2018.10Słowa kluczowe
nauczyciel akademicki, uczenie się nieformalne, badania międzynarodowe, strategie badania własnej praktykiAbstrakt
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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