Rethinking Educational Practice Through Reflexive Inquiry Essays in Honour of Susan Groundwater-Smith
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 vo...
| Autor Corporativo: | |
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| Otros Autores: | , |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer Netherlands
2011.
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| Colección: | Professional Learning and Development in Schools and Higher Education ;
7. Springer eBooks. |
| Acceso en línea: | Conectar con la versión electrónica |
| Ver en Universidad de Navarra: | https://innopac.unav.es/record=b32959345*spi |
Tabla de Contenidos:
- Foreword, Jennifer Nias
- Nicole Mockler & Judyth Sachs, Rethinking educational practice through reflexive inquiry: An introduction
- Part 1: Practitioner Inquiry
- Stephen Kemmis, A self-reflective practitioner and a new definition of critical participatory action research
- Bridget Somekh, Localization or globalization? The dynamic variations of action research
- Petra Ponte and Jan Ax, Inquiry-based professional learning in educational praxis: knowing why, what and how
- Michael Fielding, Patterns of partnership: student voice, intergenerational learning and democratic fellowship
- Lynda Kelly & Pauline Fitzgerald, Cooperation, collaboration, challenge: how to work with the changing nature of educational audiences in museums
- Greg Elliott, Creating spaces for practitioner research: Strategic leadership to create a third space for practitioner enquiry in an authentic professional learning community
- John Furlong, The English Masters in Teaching and Learning: a new arena for practitioner inquiry?
- Part 2: Teachers’ Work and Learning
- Nicole Mockler, Becoming and ‘being’ a teacher: understanding teacher professional identity
- Anne Campbell, Connecting inquiry and professional learning: creating the conditions for authentic, sustained learning
- Judyth Sachs, Skilling or emancipating? Metaphors for continuing teacher professional development
- Colleen McLaughlin, Towards an ecology of teacher collaboration on research.-Jane Hunter & Jane Mitchell, The insider and outsider model of professional learning
- Kris Needham, Professional learning in an across school network: an epidemic of passion?.-Phillipa Cordingley, Extending connections: linking support for teachers engaging in and using research with what’s known about teacher learning and development
- Bob Lingard, Changing Teachers’ Work in Australia
- Postscripts, Susan Groundwater-Smith, Vale Shirley Grundy
- Nicole Mockler & Judyth Sachs, A final word.
