A case study of five teachers' understandings of classroom research and their willingness to become active classroom researchers

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dc.contributor.authorMaharaj-Sharma, Rawatee
dc.date.accessioned2011-10-12T19:55:53Z
dc.date.available2011-10-12T19:55:53Z
dc.date.issued2011-09
dc.description.abstractThis article reports on the views of five secondary school science teachers who accepted the challenge to explore the self-assessment aspect of their practice, with specific respect to their understandings of classroom research and their willingness to actively initiate and engage in classroom research. The approach is an explorative one, and the accounts outline the context in which the teachers work, provide brief descriptions of their work, and consider what lessons from these case studies might guide or inform teachers and teacher educators in the personal and professional development of science teachers as researchersen_US
dc.identifier.citationMaharaj-Sharma, R. (2011). A case study of five teachers' understandings of classroom research and their willingness to become active classroom researchers. Asian Social Science, 7(9), 158-167.en_US
dc.identifier.issn1911-2025
dc.identifier.urihttps://hdl.handle.net/2139/11318
dc.language.isoenen_US
dc.publisherCanadian Center of Science and Educationen_US
dc.subjectSecondary school teachersen_US
dc.subjectTeacher attitudesen_US
dc.subjectScience teachersen_US
dc.subjectEducational researchen_US
dc.subjectClassroom researchen_US
dc.subjectTeacher participationen_US
dc.subjectCase studiesen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleA case study of five teachers' understandings of classroom research and their willingness to become active classroom researchersen_US
dc.typeArticleen_US

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