The Relevance of Practice to Theory
The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the teacher-researcher approach to improve teaching in a humanities course is given. (PP)
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| Published in: | Theory into Practice Vol. 22; no. 3; p. 211 |
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| Main Author: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
1983
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| Subjects: | |
| Online Access: | Get more information |
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| Abstract | The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the teacher-researcher approach to improve teaching in a humanities course is given. (PP) |
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| AbstractList | The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the teacher-researcher approach to improve teaching in a humanities course is given. (PP) |
| Author | Stenhouse, Lawrence |
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| PublicationDate | 1983-00-00 |
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| PublicationTitle | Theory into Practice |
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| Snippet | The philosophy underlying a British project that helps teachers apply systematic inquiry to their own teaching is explained. An example of using the... |
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| StartPage | 211 |
| SubjectTerms | Centre for Applied Research in Ed (Great Britain) Classroom Research Controversial Issues (Course Content) Elementary Secondary Education Foreign Countries Humanities Research Practice Relationship Self Evaluation (Individuals) Teacher Participation Teacher Role Teaching Methods |
| Title | The Relevance of Practice to Theory |
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