CCF20110611025

the light of the qua!ity of learning outcomes and vice versa. This kind of joint reflection about the relationship between processes and products is a central characteristic of what Schon has caiied ref!ective practice and others have termed action research.” (Elliot, 1991)

4. A.R. as a 'valuable Professional dewelopmental tool' and a vei sicie for clsange. (Reflective teaching). Practitioner-centred.

'...reflective teaching provides a way of developing professional competence by integrating two sources of knowledge, received knowledge and experiential knowledge, with practice/(Wallace,1991)

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reflection

_ vprofessional competence (goal)

received knowledge

experiential knowledge

practice

'Refiective cycle'

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£. What to take into cansideration before undertaking any A.R.

mMop.ie Ą tifig ui jer tVe i__

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H a)

.^pjOlłlMhLJgJŁłsjlUOfe Hfll .    ^____*___

a.mWy7\WJ bn    / ia/YU.mp ip___/OfSX>kf.

e}    .....^{3 J}

6. Steps in the research process:

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i dęci- wi at method /technig es of data ępliect on you are going t aset.o test your hypothesis(diaries, samples of students' written work, videos, tapes, observation sheets, questionnaires, etc.)