How might inquiry enhance the professional practice of student
and practising teachers, teacher educators and other practitioners?
What effect might this have on the learning of young people in and
outside of the classroom?
Based on the findings of an international colloquium and drawing
upon a range of practices from the UK, USA, Canada, Europe and
Australia, this book is designed to make explicit the connections
between Practitioner Inquiry and Teacher Professional Learning in
Initial Teacher Education and Ongoing Teacher Professional
Development.
Considering issues such as
- the relationship between practitioner inquiry and pedagogical
content knowledge
- whether it is possible to scale up from small local and
intensive innovations to more broadly-based inquiry
- inquiry s role in professional identity, both individual and
communal
- prevailing socio-political contexts and consequences for social
policy formation.
It brings together writers who work in designing teacher
education courses, and those who are practice-based researchers and
policy makers. Crucially, many of these writers inhabit both
spheres, and their accounts of how they successfully combine their
multiple roles will prove vital reading for all those involved in
examining and improving practice leading to enhanced teacher
professional learning.
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