Teaching as acting: a reconstructive study of an action theoretical approach to research and development in the domain of teaching

Onderzoeksoutput: ScriptieDissertatie 4 (Onderzoek NIET TU/e / Promotie NIET TU/e)

Uittreksel

The introduction of this study describes five developments regarding research and development in the domain of teaching. These developments are closely connected with the desire to bridge the gap between the theory and the practice of teaching. Successively, attention is paid to: (1) changes in research on teaching, (2) the impact of research results on the teaching practice, (3) methodological consequences for educational research in general, (4) developments in perspectives concerning teacher education and (5) developments in perspectives concerning teaching.

The general introduction anticipates an action theoretical approach to teaching, which underlied a previously executed research and development project that concerned practical teaching by instructors of the eleven Dutch centres for practical agricultural education. This project ran from August 1984 until August 1987. The research was directed towards practical teaching by instructors. A didactical in-service programme has since been developed for these instructors, based partly on the research results.

The aim of the present study is twofold. on the one hand a description is given of the project mentioned above, on the other the most important starting-points and key-concepts that underlied the project are submitted to a reconstruction. Through reconstruction it is attempted to realize a theoretical surplus value and, consequently, to contribute to the consolidation of an action theoretical paradigm regarding research and development in the domain of teaching.
Originele taal-2Engels
KwalificatieDoctor in de Filosofie
Toekennende instantie
  • Wageningen University & Research
Begeleider(s)/adviseur
  • van Bergeijk, J., Promotor, Externe Persoon
  • Peters, J.J., Co-Promotor, Externe Persoon
Datum van toekenning21 nov 1990
Plaats van publicatieWageningen
Uitgever
Gedrukte ISBN's9071234150
StatusGepubliceerd - 21 nov 1990
Extern gepubliceerdJa

Vingerafdruk

research and development
Teaching
instructor
research results
reconstruction
surplus value
educational research
teaching practice
development project
consolidation
education
research project
paradigm
teacher

Bibliografische nota

Proefschrift Wageningen

Citeer dit

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title = "Teaching as acting: a reconstructive study of an action theoretical approach to research and development in the domain of teaching",
abstract = "The introduction of this study describes five developments regarding research and development in the domain of teaching. These developments are closely connected with the desire to bridge the gap between the theory and the practice of teaching. Successively, attention is paid to: (1) changes in research on teaching, (2) the impact of research results on the teaching practice, (3) methodological consequences for educational research in general, (4) developments in perspectives concerning teacher education and (5) developments in perspectives concerning teaching.The general introduction anticipates an action theoretical approach to teaching, which underlied a previously executed research and development project that concerned practical teaching by instructors of the eleven Dutch centres for practical agricultural education. This project ran from August 1984 until August 1987. The research was directed towards practical teaching by instructors. A didactical in-service programme has since been developed for these instructors, based partly on the research results.The aim of the present study is twofold. on the one hand a description is given of the project mentioned above, on the other the most important starting-points and key-concepts that underlied the project are submitted to a reconstruction. Through reconstruction it is attempted to realize a theoretical surplus value and, consequently, to contribute to the consolidation of an action theoretical paradigm regarding research and development in the domain of teaching.",
author = "Douwe Beijaard",
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isbn = "9071234150",
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}

Teaching as acting: a reconstructive study of an action theoretical approach to research and development in the domain of teaching. / Beijaard, Douwe.

Wageningen : Wageningen University and Research Centre, 1990. 287 blz.

Onderzoeksoutput: ScriptieDissertatie 4 (Onderzoek NIET TU/e / Promotie NIET TU/e)

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AB - The introduction of this study describes five developments regarding research and development in the domain of teaching. These developments are closely connected with the desire to bridge the gap between the theory and the practice of teaching. Successively, attention is paid to: (1) changes in research on teaching, (2) the impact of research results on the teaching practice, (3) methodological consequences for educational research in general, (4) developments in perspectives concerning teacher education and (5) developments in perspectives concerning teaching.The general introduction anticipates an action theoretical approach to teaching, which underlied a previously executed research and development project that concerned practical teaching by instructors of the eleven Dutch centres for practical agricultural education. This project ran from August 1984 until August 1987. The research was directed towards practical teaching by instructors. A didactical in-service programme has since been developed for these instructors, based partly on the research results.The aim of the present study is twofold. on the one hand a description is given of the project mentioned above, on the other the most important starting-points and key-concepts that underlied the project are submitted to a reconstruction. Through reconstruction it is attempted to realize a theoretical surplus value and, consequently, to contribute to the consolidation of an action theoretical paradigm regarding research and development in the domain of teaching.

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