Researching Practitioner Inquiry as Professional Development
Voices from the Field of Science Teaching
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Beschreibung
This book presents the authentic voices of science teachers engaged in practitioner inquiry as one component of a comprehensive professional development program. Practitioner inquiry as a genre of educational research, allows teachers to intentionally study their practices thus generating practical solutions to problems in their teaching and students’ learning. The teachers’ voices allowed us to enter their science classrooms to observe their posture and practices as reflective practitioners. They encountered issues such as culturally responsive teaching and low literacy proficiency and metacognitive skills among their struggling science learners. Their firsthand accounts provide new insights about practitioner inquiry as a tool to support teachers continuous learning, regardless of the disciplinary content areas. The book therefore provides a blueprint that can inform inservice teacher educators and support school and district administrators as they seek to nurture teachers’ professional growth.
This book presents the authentic voices of science teachers engaged in practitioner inquiry as one component of a comprehensive professional development program. Practitioner inquiry as a genre of educational research, allows teachers to intentionally study their practices thus generating practical solutions to problems in their teaching and students’ learning. The teachers’ voices allowed us to enter their science classrooms to observe their posture and practices as reflective practitioners. They encountered issues such as culturally responsive teaching and low literacy proficiency and metacognitive skills among their struggling science learners. Their firsthand accounts provide new insights about practitioner inquiry as a tool to support teachers continuous learning, regardless of the disciplinary content areas. The book therefore provides a blueprint that can inform inservice teacher educators and support school and district administrators as they seek to nurture teachers’ professional growth.
Adds another dimension to research-based Professional Development programs for science teachers Includes authentic experiences as a result of teachers conducting practitioner inquiry Describes a research-based, job-embedded PD experience that can be replicated and adapted to other programs Discusses the range of pedagogical issues pertinent to science teachers’ professional development
Autor*in
Rose M. Pringle
Themen in »Researching Practitioner Inquiry as Professional Development«
practitioner inquiry teacher inquiry teachers' learning professional development program Professional Development science teachers practitioner inquiry Middle school science teaching U-FUTuRES practitioner Inquiry as professional development Literacy and science learning learning and instruction