Action research into the quality of student learning - A paradigm for faculty development

被引：24
|
作者：
Kember, D
McKay, J
机构：
来源：
JOURNAL OF HIGHER EDUCATION | 1996年 / 67卷 / 05期
关键词：
D O I：
10.2307/2943867
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
A case is advanced for educational action research projects for faculty development. In these projects participants examine and seek to improve selected aspects of their own teaching. Regular meetings allow for perspective transformation through discourse. Gathering interpretive data provides evidence to convince uncommitted departmental colleagues and can result in publications.
引用
收藏
页码：528 / +
页数：1
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