Teachers and teacher educators learning through inquiry: international perspectives

Boyd, Pete ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka, eds. (2017) Teachers and teacher educators learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland.

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Abstract

This text focuses on the issue of teacher knowledge and expertise and demands that teachers and teacher educators must be engaged in professional inquiry or practitioner research. Teachers are expected to lead curriculum development through inquiry. Teacher educators, based in school or in the university, are all expected to engage in professional inquiry and be able to support the inquiry-based learning of student teachers and beginning teachers. University-based teacher educators are expected to engage in practitioner research related to developing their practice in teacher education. The text brings together teacher educators from across Europe and beyond to share their studies of inquiry-based learning by teachers and teacher educators.

Item Type:	Book
Publisher:	Wydawnictwo Attyka
ISBN:	9788365644282
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Depositing User:	Pete Boyd
Date Deposited:	11 Jul 2017 15:35
Last Modified:	25 Apr 2024 20:39
URI:	https://insight.cumbria.ac.uk/id/eprint/3088

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