Provoking Conversations on Inquiry in Teacher Education

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Darren E. Lund
257 g
226x149x15 mm
420, Counterpoints: Studies in the Postmodern Theory of Education

Darren E. Lund is Professor in the Faculty of Education at the University of Calgary. His recent books include Duoethnography: Dialogic Methods for Social, Health, and Educational Research, co-edited with Joe Norris and Rick Sawyer, The Great White North? Exploring Whiteness, Privilege and Identity in Education, and Doing Democracy: Striving for Political Literacy and Social Justice (Peter Lang, 2008), both co-edited with Paul Carr. E. Lisa Panayotidis is Associate Professor in the Faculty of Education at the University of Calgary. She received her Ph.D. in the history of education from the Ontario Institute for Studies in Education at the University of Toronto.
Hans Smits recently retired as Associate Dean for teacher education at the University of Calgary. His recent publications include the co-edited book Thinking About and Enacting Curriculum in Frames of War and three monographs on teacher education.
Jo Towers is Professor in the Faculty of Education at the University of Calgary. Her most recent paper, in the Canadian Journal of Education, focuses on the supports for, and challenges of, enacting inquiry as a new classroom teacher.
Exklusives Verkaufsrecht für: Gesamte Welt.
Contents: Anne M. Phelan: Solomon's Gift: Reflections on the Renewal of Teacher Education - Terrance R. Carson: Remembering Ethics: Fostering Practical Reason in an Age of Science - Madeleine Grumet: Toward a Curriculum of Curiosity - Bill Green: The Work of History: Professing Teacher Education - Shlomo Back: Master of Teaching: Phronesis and Beyond.
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.

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