Third nature? close to practice research, curriculum renewal and cross-school improvement capacity
dc.contributor.author | Dudley, Peter | |
dc.date.accessioned | 2018-12-12T00:31:30Z | |
dc.date.available | 2018-12-12T00:31:30Z | |
dc.date.issued | 2018-11-25 | |
dc.identifier.uri | https://www.repository.cam.ac.uk/handle/1810/286718 | |
dc.description.abstract | In 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.sponsorship | Greater London Council | |
dc.title | Third nature? close to practice research, curriculum renewal and cross-school improvement capacity | |
dc.type | Article | |
prism.publicationDate | 2018 | |
prism.publicationName | BERA Research Intelligence | |
dc.identifier.doi | 10.17863/CAM.34025 | |
dcterms.dateAccepted | 2018-10-24 | |
rioxxterms.version | AM | |
rioxxterms.licenseref.uri | http://www.rioxx.net/licenses/all-rights-reserved | |
rioxxterms.licenseref.startdate | 2018-11-25 | |
dc.contributor.orcid | Dudley, Peter [0000-0002-4755-6546] | |
rioxxterms.type | Journal Article/Review | |
cam.issuedOnline | 2018-11-25 | |
rioxxterms.freetoread.startdate | 2019-11-25 |
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