Perspectives on Supported Collaborative Teacher Inquiry

Nonfiction, Reference & Language, Education & Teaching, Elementary, Teaching, Teaching Methods
Cover of the book Perspectives on Supported Collaborative Teacher Inquiry by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135838195
Publisher: Taylor and Francis Publication: June 11, 2009
Imprint: Routledge Language: English
Author:
ISBN: 9781135838195
Publisher: Taylor and Francis
Publication: June 11, 2009
Imprint: Routledge
Language: English

Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. Professional development performed collaboratively and grounded in "the work teachers do" is a highly effective forum for challenging existing beliefs about content, learners, and teaching and using data and research to reflect on, and possibly change, instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, and the various kinds of support mechanisms necessary to engage in SCTI. This seminal work in teacher research will be of interest to scholars, students, teachers, and administrators seeking insight into teacher education, teacher leadership, and teacher inquiry.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. Professional development performed collaboratively and grounded in "the work teachers do" is a highly effective forum for challenging existing beliefs about content, learners, and teaching and using data and research to reflect on, and possibly change, instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, and the various kinds of support mechanisms necessary to engage in SCTI. This seminal work in teacher research will be of interest to scholars, students, teachers, and administrators seeking insight into teacher education, teacher leadership, and teacher inquiry.

More books from Taylor and Francis

Cover of the book Aquinas by
Cover of the book Learning and Forgetting in Development NGOs by
Cover of the book Positive Action in Action by
Cover of the book The Routledge Handbook of American Military and Diplomatic History by
Cover of the book A History of Econometrics in France by
Cover of the book Masterpieces of Chikamatsu by
Cover of the book Joe Louis by
Cover of the book The Economics of Urban Transportation by
Cover of the book Creative Storytelling with Children at Risk by
Cover of the book Measuring Health And Medical Outcomes by
Cover of the book Religion and Science in the Mirror of Buddhism by
Cover of the book The Heroic Life of George Gissing, Part I by
Cover of the book Effective Speech-language Pathology by
Cover of the book Human Rights and Asian Values by
Cover of the book Landscapes of Settlement by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy