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The Accidental Learner: Experiences from Participation in Classroom Research 6

By: 4 0 16, [, ] | [, ] |

Contributor(s): 5 6 [] |

Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Related works: 1 40 May Britt Postholm; Tove Pettersson; Marianne Wold Granum; Annlaug Flem; Sigrun Gudmundsdottir 6 []Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Researcher -- Teacher -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:

Contents:

Action note: In: Teachers and Teaching 10 (2) : Apr.2004. pp. 149-159 Summary: Other editions:

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Item type	Current location	Home library	Collection	Call number	Status	Date due	Barcode	Item holds
Book	PLM	PLM Periodicals Section	Periodicals	LB 2840 T448x (Browse shelf)	Available		PER 895 A

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Previous	LB 2840 T448x Teachers' conceptions of student learning and own learning	LB 2840 T448x 'We learnt that last week' : reading into the language practices of teachers	LB 2840 T448x Emotions and the practicum: the cooperating teachers' perspective	LB 2840 T448x The Accidental Learner: Experiences from Participation in Classroom Research	LB 2840 T448x Coteaching: From Praxis to Theory	LB 2840 T448x Less experienced mathematics teachers report what is wrong with their professional support system	LB 2840 T448x Constructing constructivism: how student‐teachers construct ideas of development, knowledge, learning, and teaching	Next

ABSTRACT : This paper brings into focus what can happen when a person is both a researcher and a teacher in two different classrooms almost at the same time. In the two classrooms project work is the subject of inquiry and the working method used. The aim of the research was to figure out how group work and collaborative processes function during project work, and to compose and present a kind of 'thinking tool' for other teachers to use when reflecting over their own teaching. Both the researcher and the informant maintain that they influenced each other. The paper also shows that the teacher/informant interactions in addition mediate the researcher's work as a teacher. 56

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