Pat Drake – författare

In trying to juggle the various priorities of doctoral study, many individuals struggle. From gathering data, preparing papers and organising projects, to the less obvious difficulties of time management and personal development, doctoral researchers are heavily tasked. In addition to this, those undertaking practitioner research face the complication of negotiating a less traditional research setting.As a guide to this ongoing, often neglected aspect of doctoral research, the authors of this innovative book explore in detail the challenges faced by doctoral researchers conducting practitioner research today. They show that the special nature of this research and the conditions in which the professional researcher works raise questions about producing new knowledge at work through research. This affects everything: relationships with practice; ethics; the ways that they are taught and supervised; the genre of the thesis; all place practitioners in situations which may not methodologically align with conventional approaches.In this book the authors take the opportunity to explore these themes in an holistic and integrated way in order to develop a sense of methodological coherence for the practitioner researcher at doctoral level. In doing so, the authors argue for what is possible, suggesting that universities should critically examine practitioner doctorates to accommodate new forms of knowledge formation.As an invaluable guide through doctoral research, this book will be essential reading for both doctoral researchers and supervisors alike, as well as practitioner researchers working in professional settings more generally and those engaging in policy debates about doctoral research.

In trying to juggle the various priorities of doctoral study, many individuals struggle. From gathering data, preparing papers and organising projects, to the less obvious difficulties of time management and personal development, doctoral researchers are heavily tasked. In addition to this, those undertaking practitioner research face the complication of negotiating a less traditional research setting.As a guide to this ongoing, often neglected aspect of doctoral research, the authors of this innovative book explore in detail the challenges faced by doctoral researchers conducting practitioner research today. They show that the special nature of this research and the conditions in which the professional researcher works raise questions about producing new knowledge at work through research. This affects everything: relationships with practice; ethics; the ways that they are taught and supervised; the genre of the thesis; all place practitioners in situations which may not methodologically align with conventional approaches.In this book the authors take the opportunity to explore these themes in an holistic and integrated way in order to develop a sense of methodological coherence for the practitioner researcher at doctoral level. In doing so, the authors argue for what is possible, suggesting that universities should critically examine practitioner doctorates to accommodate new forms of knowledge formation.As an invaluable guide through doctoral research, this book will be essential reading for both doctoral researchers and supervisors alike, as well as practitioner researchers working in professional settings more generally and those engaging in policy debates about doctoral research.

The authors introduce students to the requirements that their degree programmes will make and explore issues such as behaviour management and national curriculum strategies, helping readers to engage with the material in a way that is appropriate to Higher Education study.

The book draws on the experiences of teaching assistants and is grounded in the day-to-day practices of professionals working with young people in schools. Theoretical concepts are explored as being crucial to developing learning support and teaching skills. The authors' aim is to help students understand essential theory, and to provide a practical support throughout their studies.

This book is for teaching assistants working toward High Level Teaching Assistant status in teaching and learning (HLTA), and/or Qualified Teacher Status (QTS). It is a teaching resource for Higher Education tutors and school line managers of teaching assistants. The book is also suitable for tutors and mentors as it gives guidance on content and presentation of professional development materials for teaching assistants.

This book is a course text for teaching assistants. It helps students make the transition into undergraduate level study, and is also a teaching and learning resource for students and tutors on undergraduate programmes.

 

 

 

The authors introduce students to the requirements that their degree programmes will make and explore issues such as behaviour management and national curriculum strategies, helping readers to engage with the material in a way that is appropriate to Higher Education study.

The book draws on the experiences of teaching assistants and is grounded in the day-to-day practices of professionals working with young people in schools. Theoretical concepts are explored as being crucial to developing learning support and teaching skills. The authors' aim is to help students understand essential theory, and to provide a practical support throughout their studies.

This book is for teaching assistants working toward High Level Teaching Assistant status in teaching and learning (HLTA), and/or Qualified Teacher Status (QTS). It is a teaching resource for Higher Education tutors and school line managers of teaching assistants. The book is also suitable for tutors and mentors as it gives guidance on content and presentation of professional development materials for teaching assistants.

This book is a course text for teaching assistants. It helps students make the transition into undergraduate level study, and is also a teaching and learning resource for students and tutors on undergraduate programmes.

 

 

 

The authors introduce students to the requirements that their degree programmes will make and explore issues such as behaviour management and national curriculum strategies, helping readers to engage with the material in a way that is appropriate to Higher Education study.

The book draws on the experiences of teaching assistants and is grounded in the day-to-day practices of professionals working with young people in schools. Theoretical concepts are explored as being crucial to developing learning support and teaching skills. The authors' aim is to help students understand essential theory, and to provide a practical support throughout their studies.

This book is for teaching assistants working toward High Level Teaching Assistant status in teaching and learning (HLTA), and/or Qualified Teacher Status (QTS). It is a teaching resource for Higher Education tutors and school line managers of teaching assistants. The book is also suitable for tutors and mentors as it gives guidance on content and presentation of professional development materials for teaching assistants.

This book is a course text for teaching assistants. It helps students make the transition into undergraduate level study, and is also a teaching and learning resource for students and tutors on undergraduate programmes.