The central concern of Inside/Outside is the assumption that pedagogical knowledge is generated outside-in; that is, from the university, to be applied at schools. The first half of this book provides a thoughtful and thought-provoking conceptual framework for reading and understanding teacher research, exploring its history, potential and relationship to university-based research.
The central concern of Inside/Outside is the assumption that pedagogical knowledge is generated outside-in; that is, from the university, to be applie...
In this sequel to 'Inside/Outside: Teacher Research and Knowledge', two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and the role of practitioners in educational change.
In this sequel to 'Inside/Outside: Teacher Research and Knowledge', two leaders in the field of practitioner research offer a radically different view...
