Teacher research is intentional,
systematic inquiry by teachers with the goals of gaining insights into teaching and learning.
Not exact matches
It is better to say that
systematic theology and moral theology are not brokers between «theory» and «practice»; rather, both
systematic theology and moral theology are
inquiry defined
by an interest in the unity of the three reciprocally interrelated dimensions of theological
inquiry.
Construed in that way,
systematic and moral theology are «informed, methodologically and materially,
by practical theological reflection as well as
by the other two basic
inquiries» (51).
Because both
systematic and moral theology are defined
by interests in the integral unity of the «Christian thing» and the unity of theological
inquiry, neither of them should be thought of as the «middle discipline» (cf. 50 - 51) between historical theology's formulations of what is normatively or faithfully «Christian» and practical theology's application of those formulations to practice.
This model aligns with a
systematic redesign of schools and learning environments
by integrating PBL with a high performance culture, whole child principles, teacher discovery and empowerment, teaching and assessment of 21st century skills, an
inquiry - based curriculum, design thinking, and use of digital resources for teacher and student collaboration.
Teacher research articles share intentional and
systematic inquiry done
by teachers with the goals of gaining insights into teaching and learning, becoming more reflective practitioners, effecting changes in the classroom or school, and improving the lives of children.