Training in how to undertake practical research (referred to as action research) is not usually part of teacher training. Moreover, this book argues that curriculum inquiry belongs to the practitioner who is best placed to research his or her own practice. Obviously the teacher or lecturer is ill-equipped to conduct such research without the vital tools.;This book describes 57 of these action research tools - at least ten of which are developed and offered for the first time. Additionally, the author documents the historical development and changing nature of action research in the curriculum and encourages teacher development through curriculum inquiry.
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