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Learning to Learn: Teacher Research in the Zone of Proximal Development

Lookup NU author(s): Dr Elaine Hall, Professor David Leat, Dr Kate Wall, Dr Gail Edwards

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Abstract

This article draws on an action research project in primary and secondary schools which was funded through the Campaign for Learning, and supported by Newcastle University with a focus on Learning to Learn. This is a potentially useful concept for teachers and academics as attempts are made to move beyond curriculum driven and assessment-dominated education towards inclusive and lifelong learning. At the end of the academic years 2003-2004 and 2004-2005, a total of forty three teachers from schools involved in researching Learning to Learn completed questionnaires and were interviewed about the progress of their individual research projects in the context of the wider programme. They were asked to discuss issues of autonomy and control, expectations and motivation and how change was manifesting itself in their contexts. Clear messages about the need for teacher ownership of the research balanced with the need for scaffolding emerged from our analysis.


Publication metadata

Author(s): Hall E, Leat D, Wall K, Higgins S, Edwards G

Publication type: Article

Publication status: Published

Journal: Teacher Development

Year: 2006

Volume: 10

Issue: 2

Pages: 149-166

Date deposited: 16/03/2010

ISSN (print): 1366-4530

ISSN (electronic): 1747-5120

Publisher: Routledge

URL: http://dx.doi.org/10.1080/13664530600773119

DOI: 10.1080/13664530600773119


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