ISBN: 9780415478137 - connecting inquiry and professional learning in education: international perspectives and practical solutions (22 Ergebnisse)

Zustand: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Paperback. Zustand: New. Brand new book, sourced directly from publisher. Dispatch time is 7-8 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

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Zustand: New. pp. 226.

Zustand: New.

Paperback / softback. Zustand: New. New copy - Usually dispatched within 4 working days.

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Zustand: New. pp. 226.

Zustand: New. Drawing upon a range of practices from UK, USA, Canada, Continental Europe and Australia, this book addresses such questions as: what could practitioner inquiry look like in the initial education of teachers; does it go beyond problem based learning; and, what is the relationship between practitioner inquiry and pedagogical content knowledge. Editor(s): Campbell, Anne; Groundwater-Smith, Susan. Num Pages: 224 pages, 8 black & white illustrations. BIC Classification: JNMT. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 158 x 234 x 17. Weight in Grams: 358. . 2009. 1st Edition. paperback. . . . .…

Zustand: New. In English.

Paperback. Zustand: Brand New. 1st edition. 224 pages. 9.17x6.18x0.51 inches. In Stock.

Zustand: New. Drawing upon a range of practices from UK, USA, Canada, Continental Europe and Australia, this book addresses such questions as: what could practitioner inquiry look like in the initial education of teachers; does it go beyond problem based learning; and, what is the relationship between practitioner inquiry and pedagogical content knowledge. Editor(s): Campbell, Anne; Groundwater-Smith, Susan. Num Pages: 224 pages, 8 black & white illustrations. BIC Classification: JNMT. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 158 x 234 x 17. Weight in Grams: 358. . 2009. 1st Edition. paperback. . . . . Books ship from the US and Ireland.…

Zustand: New. pp. 226 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam This item is printed on demand.

PF. Zustand: New. This item is printed on demand. Brand new book, sourced directly from publisher. Dispatch time is 6-7 days from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

PAP. Zustand: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Zustand: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback / softback. Zustand: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. 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 Educat.…

Taschenbuch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - 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 knowledgewhether it is possible to scale up from small local and intensive innovations to more broadly-based inquiryinquiry's role in professional identity, both individual and communalprevailing 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.…