Literaturnachweis - Detailanzeige
| Autor/in | Black, Felicia V. |
|---|---|
| Titel | Collaborative Inquiry as an Authentic Form of Professional Development for Preschool Practitioners |
| Quelle | In: Educational Action Research, 27 (2019) 2, S.227-247 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Black, Felicia V.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0965-0792 |
| DOI | 10.1080/09650792.2018.1452770 |
| Schlagwörter | Teacher Collaboration; Inquiry; Preschool Teachers; Faculty Development; Early Childhood Education; Meetings; Teacher Attitudes; Documentation; Communities of Practice |
| Abstract | The purpose of this case study was to propose collaborative inquiry (CI) as counterdiscourse in professional development literature by acknowledging the multiple forms of personal and professional knowledge of five preschool practitioners. Data were collected from transcripts of CI group meetings, semi-structured participant interviews, researcher field notes, and observations during classroom visits and meetings with participants. In the findings practitioner goals and research questions, conversation and small talk, informal and shared readings, student documentation and artifacts, and collaboration were identified as important tools and processes as group members engaged in CI alongside participation in a voluntary quality improvement rating system at their preschool. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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