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dc.contributor.authorBenseman, John
dc.date.accessioned2013-02-20T00:57:41Z
dc.date.available2013-02-20T00:57:41Z
dc.date.issued2013
dc.identifier.urihttps://hdl.handle.net/10652/2062
dc.description.abstractHow and why teachers teach the way they do is central to understanding the impact of education on learners. While many professions have integrated research findings into their practitioners’ practice, education’s record is less consistent in this respect. This paper outlines the case for teachers to become research-informed in their teaching (RIT). It firstly considers what is involved in being research-informed, what types of research are most relevant, why it warrants consideration as well as issues associated with it. It then reviews RIT in the New Zealand context and particularly in relation to teaching adults. Finally, the paper looks at how an RIT approach might be implemented.en_NZ
dc.language.isoenen_NZ
dc.subjectRIT (research-informed teaching)en_NZ
dc.subjectresearch-informed teachingen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectadult educationen_NZ
dc.titleResearch-informed teaching of adults : a worthy alternative to old habits and hearsay?en_NZ
dc.typeOtheren_NZ
dc.rights.holderThe authoren_NZ
dc.subject.marsden130101 Continuing and Community Educationen_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ


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