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 Art as Abstract Machine by
Cover of the book English Legal System Lawcards 2012-2013 by
Cover of the book Women and Guns: Politics and the Culture of Firearms in America by
Cover of the book Guilt by
Cover of the book The Managed Care Answer Book by
Cover of the book A Global Strategy for Housing in the Third Millennium by
Cover of the book Indigenous Management of Wetlands: Experiences in Ethiopia by
Cover of the book Culture Matters by
Cover of the book Music Business: The Key Concepts by
Cover of the book Psychological Perspectives On Women's Health by
Cover of the book Causation and Modern Philosophy by
Cover of the book Diverse Perspectives on Aging in a Changing World by
Cover of the book Integrating Science, Technology, Engineering, and Mathematics by
Cover of the book Fantasy/Animation by
Cover of the book Determining the Economic Value of Water 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