國立虎尾科技大學 |

Researching Practitioner Inquiry as Professional Development = Voices from the Field of Science Teaching /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Researching Practitioner Inquiry as Professional Development/ by Rose M. Pringle.
其他題名:	Voices from the Field of Science Teaching /
作者:	Pringle, Rose M.
面頁冊數:	XXV, 165 p. 3 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Personal Development. -
電子資源:	https://doi.org/10.1007/978-3-030-59550-0
ISBN:	9783030595500

Researching Practitioner Inquiry as Professional Development = Voices from the Field of Science Teaching /
Pringle, Rose M.

Researching Practitioner Inquiry as Professional DevelopmentVoices from the Field of Science Teaching /[electronic resource] :by Rose M. Pringle. - 1st ed. 2020. - XXV, 165 p. 3 illus.online resource.

Part 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.

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.

ISBN: 9783030595500

Standard No.: 10.1007/978-3-030-59550-0doiSubjects--Topical Terms:

1204751
Personal Development.

LC Class. No.: LB1024.2-1050.75

Dewey Class. No.: 370.711

Researching Practitioner Inquiry as Professional Development = Voices from the Field of Science Teaching /
LDR:03051nam a22004095i 4500 001 1030810
003 DE-He213
005 20201214175541.0
007 cr nn 008mamaa
008 210318s2020 gw | s |||| 0|eng d
020 $a 9783030595500 $9 978-3-030-59550-0
024 7 $a 10.1007/978-3-030-59550-0 $2 doi
035 $a 978-3-030-59550-0
050 4 $a LB1024.2-1050.75
050 4 $a LB1705-2286
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 370.711 $2 23
100 1 $a Pringle, Rose M. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1327801
245 1 0 $a Researching Practitioner Inquiry as Professional Development $h [electronic resource] : $b Voices from the Field of Science Teaching / $c by Rose M. Pringle.
250 $a 1st ed. 2020.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2020.
300 $a XXV, 165 p. 3 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
505 0 $a Part 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.
520 $a 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.
650 2 4 $a Personal Development. $3 1204751
650 2 4 $a Science Education. $3 668800
650 2 4 $a Learning & Instruction. $3 670152
650 1 4 $a Teaching and Teacher Education. $3 783596
650 0 $a Maturation (Psychology). $3 1279244
650 0 $a Science education. $3 1151737
650 0 $a Instruction. $3 1253701
650 0 $a Learning. $3 555256
650 0 $a Teaching. $3 555255
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030595494
776 0 8 $i Printed edition: $z 9783030595517
776 0 8 $i Printed edition: $z 9783030595524
856 4 0 $u https://doi.org/10.1007/978-3-030-59550-0
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)