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This book offers a collection of original, peer-reviewed studies by
scholars working to develop a knowledge base of teaching and
facilitating self-study research methodology. Further, it details
and interconnects perspectives and experiences of new self-study
researchers and their facilitators, in self-study communities in
different countries and across different continents. Offering a
broad range of perspectives and contexts, it opens up possibilities
for encouraging the collaborative and continuous growth of teaching
and facilitating self-study research within and beyond the field of
teacher education. The breadth of the scholarship presented expands
scholarly discussions concerning designing, representing, and
theorising self-study research in response to pressing educational
and social questions. By documenting and understanding what
teaching and learning self-study looks like in different contexts
and what factors might influence its enactment, the book
contributes to building a kaleidoscopic knowledge base of
self-study research. Overall, this book demonstrates the impact on
participants' professional learning and validates the authenticity
and generative professional applications of self-study methodology
for and beyond teacher education, providing implications and
recommendations for practitioners on a global level.
This book offers a collection of original, peer-reviewed studies by
scholars working to develop a knowledge base of teaching and
facilitating self-study research methodology. Further, it details
and interconnects perspectives and experiences of new self-study
researchers and their facilitators, in self-study communities in
different countries and across different continents. Offering a
broad range of perspectives and contexts, it opens up possibilities
for encouraging the collaborative and continuous growth of teaching
and facilitating self-study research within and beyond the field of
teacher education. The breadth of the scholarship presented expands
scholarly discussions concerning designing, representing, and
theorising self-study research in response to pressing educational
and social questions. By documenting and understanding what
teaching and learning self-study looks like in different contexts
and what factors might influence its enactment, the book
contributes to building a kaleidoscopic knowledge base of
self-study research. Overall, this book demonstrates the impact on
participants' professional learning and validates the authenticity
and generative professional applications of self-study methodology
for and beyond teacher education, providing implications and
recommendations for practitioners on a global level.
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