| Document Type
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BL
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| Record Number
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776927
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| Doc. No
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b596927
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| Main Entry
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Joanna Higgins
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| Title & Author
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Processes of Inquiry : : Inservice Teacher Educators Research Their Practice.\ Joanna Higgins
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| Publication Statement
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Dordrecht : Springer, 2011
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| Series Statement
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Professional learning.
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| Page. NO
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(206 pages).
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| ISBN
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9460915310
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: 9789460915314
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| Contents
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Processes of Inquiry; POROPOROAKI (dedication); WHAKATAUKI (proverb); TABLE OF CONTENTS; SERIES EDITOR'S FOREWORD; ACKNOWLEDGEMENTS; 1. IMPROVING INSERVICE TEACHER EDUCATION PRACTICE; INTRODUCTION; Policy Context; Purpose of the Inservice Teacher Education Practice Project; Design of the Project; Processes of Inquiry; Inservice Teacher Educators in Maori Medium Settings; The Challenge of Evaluation; Generating New Knowledge through the Development of Networks of Practice; NOTES; REFERENCES; 2. ORGANISATION AND DESIGN OF ANALYTICAL TOOLS TO IDENTIFY EFFECTIVE TEACHER EDUCATOR PRACTICE. BACKGROUNDINTRODUCTION; The Design Process; The Collaborative Participatory Action Research Process; Inservice Teacher Educator Collaborative and Individual Learning; REFERENCES; 3. THE MEASURE OF SUCCESS: Resolving Conflicts in Professional Learning Using Evidence of Student Learning; FOCUS OF THE CASE STUDY INQUIRY: EFFECTIVE PRACTICE AND COMMON PRACTICE; FEATURES OF THE DESIGN OF THE PROFESSIONAL LEARNING INQUIRIES: UNPICKING THE PARTS; Case One: Teacher Leader Lily; Case Two: Teacher Leader Maria; Case Three: Teacher Leader Sally. DISCUSSION: LOOKING ACROSS AND WITHIN COMMONALITIES, CONUNDRUMS AND CONTRIBUTIONSNOTES; REFERENCES; 4. BUILDING COLLABORATIVE PROFESSIONAL LEARNING WITHIN AN ORGANISATION; INTRODUCTION; THE FIRST PHASE; Theoretical Framing; LOCAL CONTEXT; Design Features; a) Learning in collaborative groups; b) Developing a shared question; c) Establishing common ways of working; d) Using evidence to inform learning and practice; THE SECOND PHASE; Theoretical Framing; CHANGES TO THE DESIGN FEATURES; a) Changes in composition and locality of the collaborative groups; b) Changes to the inquiry process. C) Changes to the institution's organisational structuresEVALUATION OF THE FIRST AND SECOND PHASES; FINDINGS: SUCCESSFUL FEATURES; Level 1 --; Personal Opportunities; Legitimising reflection; Inquiry learning; Evidence-based learning; Level 2 --; Interpersonal Successes; Collaborative learning; Level 3 --; Organisational Successes; Changes to the organisational structures and systems; Building capacity to support professional learning; FINDINGS: ONGOING CHALLENGES; Level 1 and Level 2 --; Personal and Interpersonal Challenges Issues of time; Issues of time; Level 3 --; Institutional Challenges. Continued prioritisation of professional learningContinued capacity and capability building; CONCLUDING COMMENTS; Author's note; REFERENCES; 5. AN ENVIRONMENT OF COLLEGIAL REFLECTIVE DIALOGUE FOR INSERVICE TEACHER EDUCATORS; INTRODUCTION; BACKGROUND; Collaborative Arrangements; RESEARCH METHODOLOGY AND DESIGN; Sub-questions:; Tools for Critical Reflection and Data Capture; Tool 1: Values and beliefs questionnaire; Tool 2: Inquiry plan model; Tool 3: Critical friends template; Tool 4: Decisions template; Tool 5: Journal prompts; Tool 6: Inservice teacher educator questionnaire.
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| Abstract
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This book presents inservice teacher educators' accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters. The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables th.
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| Subject
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Education.
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| Subject
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Teacher educators -- New Zealand.
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| Subject
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Teachers -- In-service training -- New Zealand.
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| LC Classification
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LB1727.N45J636 2011
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| Added Entry
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Joanna Higgins
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Linda Bonne
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Ro Parsons
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