Provoking Conversations on Inquiry in Teacher Education
New
Book Details
Format
Hardback or Cased Book
Book Series
Counterpoints
ISBN-10
1433118297
ISBN-13
9781433118296
Edition
New
Publisher
Peter Lang Publishing Inc
Imprint
Peter Lang Publishing Inc
Country of Manufacture
US
Country of Publication
GB
Publication Date
Oct 31st, 2012
Print length
146 Pages
Weight
368 grams
Dimensions
23.40 x 15.70 x 1.50 cms
Product Classification:
PhilosophyPhilosophy & theory of educationColleges of further educationTeacher training
Ksh 17,000.00
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Opens a multi-vocal and layered conversation on critical contemporary issues in teacher education. This book demonstrates an exercise of practical judgment, that is, to show how certain kinds of research and writing can address the real life issues encountered in practice.
This book has won the Publication Award: Multiauthored or Edited Books from the Canadian Association of Foundations of Education (CAFE)
This captivating book opens a multi-vocal and layered conversation on critical contemporary issues in teacher education. As a provocative example of self-study research, each part of the book shows the richness and productivity of collaborative, practice-based research, oriented to critical issues in teacher education. In bringing forward key issues in teacher education, Provoking Conversations on Inquiry in Teacher Education also demonstrates an exercise of practical judgment, that is, to show how certain kinds of research and writing can address the real life issues encountered in practice. The bold effort to make their work public and invite responses represents a deliberate attempt by the authors to reveal the importance of critical conversations. Invited responses by critical friends from other institutions demonstrate that conversations about practices in teacher education must remain open-ended and responsive to a plurality of thought and experience.
This captivating book opens a multi-vocal and layered conversation on critical contemporary issues in teacher education. As a provocative example of self-study research, each part of the book shows the richness and productivity of collaborative, practice-based research, oriented to critical issues in teacher education. In bringing forward key issues in teacher education, Provoking Conversations on Inquiry in Teacher Education also demonstrates an exercise of practical judgment, that is, to show how certain kinds of research and writing can address the real life issues encountered in practice. The bold effort to make their work public and invite responses represents a deliberate attempt by the authors to reveal the importance of critical conversations. Invited responses by critical friends from other institutions demonstrate that conversations about practices in teacher education must remain open-ended and responsive to a plurality of thought and experience.
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