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dc.contributor.authorDudley, Peter
dc.date.accessioned2018-12-12T00:31:30Z
dc.date.available2018-12-12T00:31:30Z
dc.date.issued2018-11-25
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/286718
dc.description.abstractIn this article I examine the role of close to practice research (CtP) in practitioner, school and system development, arguing that CtP can enhance improvement across these three levels. I believe that problematising practice is vital if it is to be understood well enough to be changed for the better. Only through processes of problematisation – making the familiar strange and the over-familiar visible – can the enduring grip of present practice- knowledge be loosened enough to make change possible. This is because ‘practice’ itself becomes a problem once the blend of behaviours, processes and judgements from which it formed become second nature – invisible and resistant to conscious recall.
dc.description.sponsorshipGreater London Council
dc.titleThird nature? close to practice research, curriculum renewal and cross-school improvement capacity
dc.typeArticle
prism.publicationDate2018
prism.publicationNameBERA Research Intelligence
dc.identifier.doi10.17863/CAM.34025
dcterms.dateAccepted2018-10-24
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2018-11-25
dc.contributor.orcidDudley, Peter [0000-0002-4755-6546]
rioxxterms.typeJournal Article/Review
cam.issuedOnline2018-11-25
rioxxterms.freetoread.startdate2019-11-25


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