Connecting Inquiry and Professional Learning in Education: International Perspectives and Practical Solutions

Front Cover
Anne Campbell, Susan Groundwater-Smith
Routledge, Mar 7, 2013 - Education - 210 pages

How 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

  • the relationship between practitioner inquiry and pedagogical content knowledge
  • whether it is possible to scale up from small local and intensive innovations to more broadly-based inquiry
  • inquiry’s role in professional identity, both individual and communal
  • prevailing socio-political contexts and consequences for social policy formation.

It brings together writers who work in designing teacher education courses, and those who are practice-based researchers and policy makers. Crucially, many of these writers inhabit both spheres, and their accounts of how they successfully combine their multiple roles will prove vital reading for all those involved in examining and improving practice leading to enhanced teacher professional learning.

 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Chapter 1 Introduction
1
A review
10
Chapter 3 Teaching as a researchinformed and researchinforming profession
26
Is it all possible?
40
Developing transprofessional understanding through practitioner inquiry
53
Coming together and doing research for a common moral purpose
68
Chapter 7 Coconstructing a new model of teacher education
83
Forging authentic research identities through practitioner inquiry
96
Creating the conditions for praxis inquiry learning
122
A year of qualitative research
136
Lessons and questions from one study
152
Sidebyside professional learning in the classroom
166
A partnership with a difference
179
A podcast between Philippa Cordingley Kris Needham and Mark Carter and discussion by Susan GroundwaterSmith and Anne Campbell
192
Connecting inquiry and professional learning
200
Index
207

what are their needs? Some lessons from Scotland
109

Other editions - View all

Common terms and phrases

About the author (2013)

Anne Campbell is Professor of Professional Learning in the Carnegie Faculty of Sport and Education at Leeds Metropolitan University, UK.

Susan Groundwater-Smith is an Honorary Professor of Education in the Faculty of Education and Social Work at the University of Sydney, Australia, and leads the Coalition of Knowledge Building School.

Bibliographic information