Titlebook: Exploratory Practice in Language Teaching; Puzzling About Princ Judith Hanks Book 2017 The Editor(s) (if applicable) and The Author(s) 2017

Sinuate

书目名称Exploratory Practice in Language Teaching影响因子(影响力)




书目名称Exploratory Practice in Language Teaching影响因子(影响力)学科排名




书目名称Exploratory Practice in Language Teaching网络公开度




书目名称Exploratory Practice in Language Teaching网络公开度学科排名




书目名称Exploratory Practice in Language Teaching被引频次




书目名称Exploratory Practice in Language Teaching被引频次学科排名




书目名称Exploratory Practice in Language Teaching年度引用




书目名称Exploratory Practice in Language Teaching年度引用学科排名




书目名称Exploratory Practice in Language Teaching读者反馈




书目名称Exploratory Practice in Language Teaching读者反馈学科排名

voluble

运动吧

https://doi.org/10.1057/978-1-137-45344-0TESOL; Researching Practice; Exploratory Practice; Quantitative research; Qualitative research; Practitio

价值在贬值

https://doi.org/10.1007/978-94-017-6107-9ice (EP) recommends commencing with ‘puzzlement’, and encourages the practitioners themselves to investigate, rather than relying on external researchers, as a way of developing understandings. In 2009, we merely touched on these issues:

盲信者

breadth

Anders Fjeld,Matthieu de NanteuilThis chapter is about understanding . practice – if you want to try Exploratory Practice (EP) (and hopefully this book has convinced you that it is worth considering), what do you need to think about? How to access those elusive puzzles that fly around our brains? How to capture life ‘as it flies’?

breadth

Puzzles, Puzzling, and TrustThis chapter is about understanding . practice – if you want to try Exploratory Practice (EP) (and hopefully this book has convinced you that it is worth considering), what do you need to think about? How to access those elusive puzzles that fly around our brains? How to capture life ‘as it flies’?

lipids

https://doi.org/10.1007/978-3-322-91398-2se three aims might be achieved, however, has been the subject of much debate. Over the decades, practitioner research has been increasingly recognised as a force for developing understandings of educational processes and practices (see Cochran-Smith and Lytle 2009; Tudor 2001; Zeichner and Noffke 2

engagement

https://doi.org/10.1007/BFb0073448 benefits that may be gained in this field of activity. As Zeichner and Noffke (2001), in their seminal article on practitioner research, maintain, there is a need for greater understanding of the implications of, and for, practitioners wishing to engage in research into their own educational practi

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