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    Lorraine Foreman-peck & Jane Murray (2008). Action Research and Policy. Journal of Philosophy of Education 42 (s1):145-163.
    This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy makers as a potential method for developing theory, disseminating (...)
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  2. Ruth Heilbronn & Lorraine Foreman-Peck (eds.) (2015). Philosophical Perspectives on Teacher Education. Wiley-Blackwell.
    _Philosophical Perspectives on Teacher Education_ presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary (...)
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