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010   $a9783030595500
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024 7 $a10.1007/978-3-030-59550-0
035   $a(CKB)4100000011659444
035   $a(MiAaPQ)EBC6425613
035   $a(DE-He213)978-3-030-59550-0
035   $a(EXLCZ)994100000011659444
100   $a20201214d2020      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aResearching Practitioner Inquiry as Professional Development $eVoices from the Field of Science Teaching /$fby Rose M. Pringle
205   $a1st ed. 2020.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020.
215   $a1 online resource (XXV, 165 p. 3 illus.) 
311 08$a9783030595494 
311 08$a3030595498 
327   $aPart 1. Chapter 1. An introduction: Middle school science teaching in the 21st Century -- Chapter 2. U-FUTuRES: A comprehensive professional development program -- Chapter 3. In the mirror: Introducing teachers to practitioner Inquiry as professional development -- Chapter 4. Literacy and science learning -- Part 2. Chapter 5. Toward a pedagogy of cultural relevance -- Chapter 6. Gender: Boys jumped in, while girls sat back -- Chapter 7. Metacognition. Heads up (not down); It?s thinking time for kids -- Part 3. Chapter 8. Lessons Learned and the implications for teacher learning in Professional development for science teachers.
330   $aThis 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.
606   $aTeachers$xTraining of
606   $aLearning, Psychology of
606   $aScience$xStudy and teaching
606   $aMaturation (Psychology)
606   $aTeaching and Teacher Education
606   $aInstructional Psychology
606   $aScience Education
606   $aPersonal Development
615  0$aTeachers$xTraining of.
615  0$aLearning, Psychology of.
615  0$aScience$xStudy and teaching.
615  0$aMaturation (Psychology)
615 14$aTeaching and Teacher Education.
615 24$aInstructional Psychology.
615 24$aScience Education.
615 24$aPersonal Development.
676   $a371.102
700   $aPringle$b Rose M.$0867249
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910468231603321
996   $aResearching practitioner inquiry as professional development$91935723
997   $aUNINA