Literaturnachweis - Detailanzeige
| Autor/in | Wang, Xiong |
|---|---|
| Titel | The Understanding of "Concept Study" in Teachers' Professional Learning: A Lived Experience of Complexity Inquiry |
| Quelle | In: Higher Education Studies, 5 (2015) 5, S.11-14 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1925-4741 |
| Schlagwörter | Teacher Education; Professional Education; Faculty Development; Concept Teaching; Narration; Phenomenology; Learning Experience; Mathematical Concepts; Problem Solving; Teacher Workshops; Inquiry; Foreign Countries; Canada (Edmonton) |
| Abstract | This paper used narrative to present the author's understanding process of "concept study" in teachers' professional learning. The understanding process was advanced by several questions emerging from the preparation of doing "concept study". Thus, the several questions and their solutions became the threads of the narrative. The narrative provides not only a lived experiences of the author's understanding the essential meaning of "concept study" in teachers' professional learning but also a process for the action towards the transforming way of knowing for teachers' professional learning. (As Provided). |
| Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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