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Autonomy through pedagogical research
ARTICLE

TATE Volume 22, Number 8 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This qualitative study describes a new professional stance, teacher as pedagogical researcher, provides a rationale for its emergence, demonstrates connections of pedagogical research to autonomy in teaching through the words and lived experiences of teacher researchers, and presents implications for teacher professional development and for teacher education programs in promoting autonomy through pedagogical research. A hermeneutic phenomenological theme analysis of interviews with three teacher researchers revealed seven themes of autonomy through pedagogical research.

Citation

Castle, K. Autonomy through pedagogical research. Teaching and Teacher Education: An International Journal of Research and Studies, 22(8), 1094-1103. Elsevier Ltd. Retrieved August 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.07.001

Keywords