About

Project Title: Practitioner-Based Inquiry

Guiding Principles:

Since education deals with knowledge, what counts as knowledge, is actually educators most basic and central concern and ought to be thoughtfully considered from many perspectives and issues. Practitioner-Based Inquiry entails systematic, critical, and creative inquiry examining teaching/learning processes, instruction, and contexts for professional practices toward knowledge generation acting as:

*Catalyst for insights, improvements and change in educational settings via study of "ideas in action".

*Fostering support for the planning, acting, observing, and reflecting cycle of practitioner-based inquiry.

*Connecting projects and resources through an on-line network that supports practitioner-based inquiry initiatives.

Context:

*Alignment with Teaching, Learning, and Teacher Education MEd and in particular with the intents of the core course, TEAC. 888, Teacher As Scholarly Practitioner.

*Potential to promote cross-disciplinary connections with those involved in practitioner-based inquiry in other traditions.

UNL Faculty Support:

Margaret Macintyre Latta, Associate Professor. Teaching, Learning, and Teacher Education. College of Education and Human Sciences. University of Nebraska-Lincoln.

Ruth Heaton, Associate Professor. Teaching, Learning, and Teacher Education. College of Education and Human Sciences. University of Nebraska-Lincoln.

Guy Trainin, Assistant Professor. Teaching, Learning, and Teacher Education. College of Education and Human Sciences. University of Nebraska-Lincoln