LEADER 04293oam 2200661I 450 001 9910826769603321 005 20240131151219.0 010 $a1-136-03206-1 010 $a0-203-60945-X 010 $a1-299-28823-5 010 $a1-136-03198-7 024 7 $a10.4324/9780203609453 035 $a(CKB)2560000000099893 035 $a(EBL)1144694 035 $a(OCoLC)831119234 035 $a(SSID)ssj0000835125 035 $a(PQKBManifestationID)11432668 035 $a(PQKBTitleCode)TC0000835125 035 $a(PQKBWorkID)10982317 035 $a(PQKB)10743388 035 $a(OCoLC)830324036 035 $a(MiAaPQ)EBC1144694 035 $a(Au-PeEL)EBL1144694 035 $a(CaPaEBR)ebr10670504 035 $a(CaONFJC)MIL460073 035 $a(FINmELB)ELB134120 035 $a(EXLCZ)992560000000099893 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aConnecting inquiry and professional learning in education $einternational perspectives and practical solutions /$fedited by Anne Campbell and Susan Groundwater-Smith 210 1$aLondon ;$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a0-415-47813-8 311 $a0-415-47812-X 320 $aIncludes bibliographical references and index. 327 $aCover; Connecting Inquiry and Professional Learning in Education: International perspectives and practical solutions; Copyright; Contents; Contributors; Acknowledgements; Abbreviations; Chapter 1 Introduction; Chapter 2 Mapping the field of practitioner research, inquiry and professional learning in educational contexts: A review; Chapter 3 Teaching as a research-informed and research-informing profession; Chapter 4 'Insiders' and 'outsiders' researching together to create new understandings and to shape policy and practice: Is it all possible? 327 $aChapter 5 Learning across boundaries: Developing trans-professional understanding through practitioner inquiryChapter 6 Postgraduate programmes as platforms: Coming together and doing research for a common moral purpose; Chapter 7 Co-constructing a new model of teacher education; Chapter 8 Academic induction for new teacher educators: Forging authentic research identities through practitioner inquiry; Chapter 9 Teacher researchers in the UK: what are their needs?: Some lessons from Scotland; Chapter 10 The place of assessment: Creating the conditions for praxis inquiry learning 327 $aChapter 11 Learning by doing: A year of qualitative researchChapter 12 Networks of researching schools: Lessons and questions from one study; Chapter 13 From lesson study to learning study: Side-by-side professional learning in the classroom; Chapter 14 Learning outside the classroom: A partnership with a difference; Chapter 15 School leaders using inquiry and research: A podcast between Philippa Cordingley, Kris Needham and Mark Carter and discussion by Susan Groundwater-Smith and Anne Campbell; Chapter 16 Joining the dots: Connecting inquiry and professional learning; Index 330 $aHow might inquiry enhance the professional practice of student and practising teachers, teacher educators and other practitioners? What effect might this have on the learning of young people in and outside of the classroom?Based on the findings of an international colloquium and drawing upon a range of practices from the UK, USA, Canada, Europe and Australia, this book is designed to make explicit the connections between Practitioner Inquiry and Teacher Professional Learning in Initial Teacher Education and Ongoing Teacher Professional Development.Considering issues such as