Susan Groundwater-Smith is one of the most influential voices in
the world of educational practitioner inquiry. The convener in
Australia of the Coalition of Knowledge Building Schools, she is a
staunch advocate of innovative methods of practitioner inquiry with
a particular emphasis upon student voice and the use of images in
capturing young people's perspectives on their learning experience.
So it is more than fitting that this unique text on practitioner
inquiry and teacher professional learning is dedicated to her.
Rethinking Education Practice Through Reflexive Inquiry is a
compilation of essays that explore contemporary issues in
practitioner inquiry and action research from the perspective of
both university-based and school-based authors. The essays discuss
the practical, political and theoretical dimensions of practitioner
inquiry, advancing the argument that the adoption of an inquiring
approach to practice is both an integral dimension of teachers'
work in the modern school as well as critical to effective and
authentic professional learning. And the essays draw on the work of
Groundwater-Smith to demonstrate the benefits brought to bear on
schools, teachers and learners when the complex nature of the
relationship between inquiry and practice is understood and acted
upon in pursuit of democratic knowledge interests.
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