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Item Details
Title: PERSPECTIVES ON SUPPORTED COLLABORATIVE TEACHER INQUIRY
By: David Slavit (Editor), Tamara Holmlund Nelson (Editor), Anne Kennedy (Editor)
Format: Paperback

List price: £54.99
Our price: £49.49
Discount:
10% off
You save: £5.50
ISBN 10: 0415650836
ISBN 13: 9780415650830
Availability: Usually dispatched within 1-3 weeks.
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Publisher: TAYLOR & FRANCIS LTD
Pub. date: 1 August, 2012
Series: Routledge Research in Education
Pages: 208
Description: This volume describes supported collaborative inquiry as a framework for teacher professional development. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, as well as the various kinds of support mechanisms necessary to engage in SCTI.
Synopsis: 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.
Illustrations: 5 black & white illustrations, 6 black & white tables, 2 black & white
Publication: UK
Imprint: Routledge
Returns: Returnable
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PERSPECTIVES ON SUPPORTED COLLABORATIVE TEACHER INQUIRY
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