Connecting Inquiry and Professional Learning in Education
International Perspectives and Practical Solutions
1st Edition
Published on 7. March 2013
224 pages
978-1-136-03198-4 (ISBN)
Description
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 knowledge
whether it is possible to scale up from small local and intensive innovations to more broadly-based inquiry
inquiry's role in professional identity, both individual and communal
prevailing 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.
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 knowledge
whether it is possible to scale up from small local and intensive innovations to more broadly-based inquiry
inquiry's role in professional identity, both individual and communal
prevailing 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.
Reviews / Votes
"This is a most impressive proposal for what could be an impressive book, edited by two authors whose reputations are well established and whose work is well respected in the educational research community. The book has the feel of a handbook, providing wide coverage of a range of issues. My only reservation is that the coverage might be too wide. By the time I completed my reading of the chapter synopses I was beginning to feel an overload, but that may be because of the compressed nature of a text written as a proposal. The authors/editors would need to exercise caution in ensuring that the chapters are linked thematically, and to provide appropriate contextualisations and pedagogical devices to keep the reader oriented and focused.Market in the UK:
I think there would be a significant take-up for the book in the UK, given, as the authors point out, that undergraduate and PGCE courses now require M level credits. One of the attractions of the book is that it covers and links issues of policy and practice, as well as theory and practice, so most people would find something to address the many problematics that are arising because of these reforms.
Market in the US:
This is more debatable, given US policies that largely enforce uniformity in pedagogy and curriculum. However, the book offers visions of hope to practitioners across the sectors that they can realise their capacity as educational activists, provided they equip themselves intellectually to engage with the challenges, and this book is a great resource for that service.
Market elsewhere:
There would be a significant market for the book in the contexts identified in the proposal, such as Australia and Central Europe. If the book realises its potentials to act as a pedagogical text, and not simply a book of case studies and issues, it will provide inspiration for teachers and professional educators everywhere to create partnerships and show the dynamic relationships between theory, practice and policy.
If the book is intended for the student market, how would you expect it to be used (e.g. indicate whether main text, recommended reading, library only). Please list courses:
It would be used on Initial Teacher Education and Continuing Professional Development courses in teacher education, and also probably in related professions - health and social care, the social and public services. I see it being used selectively as a main text, and more likely as a supplementary reading text.
What would you consider to be a reasonable price for the book?
Given its volume it would probably be about GBP30, but may be more. This is one of the reasons for my previous comment about its use. I do not see students spending money on a hefty book as a main text, though a group may purchase it as a supplementary text.
Is the author a recognised authority in this field?
Yes, both are held in high esteem, as are the contributing authors. It's a galaxy of stars!
Do you recommend that we should publish this book?
Yes, it would be an asset and would probably sell vigorously and, in some contexts, become a best seller. It would definitely become a favourite book on recommended reading lists and feature high in citation indexes.
Jean McNiff, author and educational consultant
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Illustrations
8 s/w Abbildungen
8 Illustrations, black and white
File size
1,76 MB
ISBN-13
978-1-136-03198-4 (9781136031984)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Anne Campbell | Susan Groundwater-Smith
Connecting Inquiry and Professional Learning in Education
International Perspectives and Practical Solutions
Book
07/2009
1st Edition
Routledge
€186.00
Shipment within 15-20 days
Anne Campbell | Susan Groundwater-Smith
Connecting Inquiry and Professional Learning in Education
International Perspectives and Practical Solutions
Book
07/2009
1st Edition
Routledge
€58.10
Shipment within 15-20 days
Persons
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 Education in the Faculty of Education and Social Work at the University of Sydney, Australia, and leads the Coalition of Knowledge Building School.
Susan Groundwater-Smith is an Honorary Professor of Education in the Faculty of Education and Social Work at the University of Sydney, Australia, and leads the Coalition of Knowledge Building School.
Content
1. Introduction, Anne Campbell and Susan Groundwater-Smith 2. Mapping the field of practitioner research, inquiry and professional learning in educational contexts: a review, Anne Campbell and Olwen McNamara 3. Research informed and research informing teacher education, Bob Lingard and Peter Renshaw 4. 'Insiders' and 'outsiders' researching together to create new understandings and to shape policy and practice - is it all possible? Pat Broadhead 5. Learning Across Boundaries: Developing Trans-professional Understanding through Practitioner Enquiry, Rob Hulme and David Cracknell 6. Postgraduate programmes as platforms: coming together and doing research for a common moral purpose, Petra Ponte 7. New Directions in Teacher Education, Kay Livingstone and Lynne Shiach 8. Academic induction for new teacher educators: forging authentic research identities through practitioner inquiry, Jean Murray 9. Teacher researchers in Scotland: what are their needs? Ian Menter and Moira Hulme 10. Making the Conditions for Learning: Praxis Inquiry and Assessment in Teacher Education, Anne Davies 11. Learning by Doing: A Year of Teacher Research, Alexandra Miletta 12. Networks of researching schools: lessons and questions from one study, Colleen McLaughlin 13. From Lesson Study to Learning Study: Side-by-Side Professional Learning in the Classroom, Nicole Mockler and Susan Groundwater-Smith 14. Learning Outside the Classroom: A Partnership with a difference, Susan Groundwater-Smith and Lynda Kelly 15. School leaders using inquiry and research, Philippa Cordingley and Kris Needham 16. Joining the dots - connecting inquiry and professional learning, Susan Groundwater-Smith and Anne Campbell
