dc.contributor.author | Eriksen, Andreas | |
dc.date.accessioned | 2024-01-31T08:51:15Z | |
dc.date.available | 2024-01-31T08:51:15Z | |
dc.date.created | 2024-01-03T11:34:45Z | |
dc.date.issued | 2023 | |
dc.identifier.isbn | 9788215065540 | |
dc.identifier.uri | https://hdl.handle.net/11250/3114753 | |
dc.description.abstract | The chapter argues that research literacy takes a distinct form when
applied the teacher role. Responsible integration of research into professional action
requires respect for teachers’ ethics and craft. The chapter explains how three sensi-
tivities help uphold this respect: practice sensitivity, genre sensitivity, and situational
sensitivity. This perspective is developed as a contrast to existing expositions of
teachers’ research literacy that neglect demands of teacher professionalism. | en_US |
dc.language.iso | nob | en_US |
dc.relation.ispartof | En forskningsbasert skole? Forskningens plass i lærerutdanning og skole | |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Hva er forskningslitterasitet? Og hvorfor trenger lærere det? | en_US |
dc.type | Chapter | en_US |
dc.description.version | publishedVersion | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 2219772 | |
dc.relation.project | Norges forskningsråd: 300084 | en_US |