Learning to Learn: teacher research in the Zone of Proximal Development

Hall, Elaine, Leat, David, Wall, Kate, Higgins, Steve and Edwards, Gail (2006) Learning to Learn: teacher research in the Zone of Proximal Development. Teacher Development, 10 (2). pp. 149-166. ISSN 1366-4530

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Official URL: https://doi.org/10.1080/13664530600773119


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 43 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 the analysis.

Item Type: Article
Subjects: X300 Academic studies in Education
X900 Others in Education
Department: Faculties > Business and Law > Northumbria Law School
Depositing User: John Coen
Date Deposited: 11 Mar 2020 15:41
Last Modified: 31 Jul 2021 19:05
URI: http://nrl.northumbria.ac.uk/id/eprint/42450

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