Reflective Practice in Educational Research
By Linda Evans. 2002
90 citations recorded by the source corpus.
Part 1 The need for improvement: developing as an educational researcher what's wrong with educational research. Part 2 Developing advanced research skills: taking conceptualization seriously comparative analysis - trying to see the big picture tale of two studies - a research puzzle to solve the suggestibility issue telling it as it is tools of the trade - developing coding and categorization skills developing theory beyond theory - relevance and usefulness through the pragmatisation of research.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/e6dcd1ef49cb70bf36753bf6f80b056fd19a6174
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In Education
Citations in the corpus
- Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies (2008, background): “The development takes place in two dimensions: attitudinal development modifies teachers’ attitudes to their work, whereas functional development means the process whereby teaching practice is considered to have improved (Evans, 2002, p. 15).”
- Student teachers’ patterns of reflection in the context of teaching practice (2015, background): “…research, significant critiques of the imprecise use of the concept of teacher reflection and questions about its effectiveness have come from several directions (e.g. Eraut 1995; Reiman 1999; Evans 2002; Klenovski 2002; Marcos, Sanchez, and Tillema 2009; Watts and Lawson 2009; Belvis et al. 2013).”
- Leadership for professional development and learning: enhancing our understanding of how teachers develop (2014, background): “…not constitute theory – neither ‘substantive’ nor ‘formal’ theory (Glaser & Strauss, 1967, p. 32), nor, indeed, theory interpreted in the elitist sense (Evans, 2002b) – since they do not represent universally applicable propositional knowledge about why or how something (in this case,…”