Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.11861/7870| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Prof. LAU Kung Wong, Nick | en_US |
| dc.date.accessioned | 2023-05-25T06:12:21Z | - |
| dc.date.available | 2023-05-25T06:12:21Z | - |
| dc.date.issued | 2014 | - |
| dc.identifier.citation | Open Journal of Education,2014, 2(2), 63-70 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11861/7870 | - |
| dc.description.abstract | This paper highlights the importance of shaping a role of teacher-researcher in classroom. This new role of teacher could possibly balance the teaching and research practices for achieving educational excellence by understanding students' learning experiences clearly. This role is not going to "prove" the viability of social practices, but rather to understand the phenomenon with an intention to improve educational practices. This paper emphasizes (1) teacher and qualitative researcher; (2) the power of interpretative research; (3) how to interpret students' interactions in classroom; and (4) how to play a role of practitioner-researcher to improve educational practices. | en_US |
| dc.language.iso | en | en_US |
| dc.relation.ispartof | Open journal of education | en_US |
| dc.title | Being a Teacher-Researcher in Classroom Practices | en_US |
| dc.type | Peer Reviewed Journal Article | en_US |
| dc.identifier.doi | 10.12966/oje | - |
| item.fulltext | No Fulltext | - |
| crisitem.author.dept | Department of Applied Data Science | - |
| Appears in Collections: | Applied Data Science - Publication | |
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