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Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching with Technology: 15 (Professional Learning) - Tapa blanda

Libro 20 de 22: Professional Learning

Hennessy, Sara

 
9789462094321: Bridging Between Research and Practice: Supporting Professional Development Through Collaborative Studies of Classroom Teaching with Technology: 15 (Professional Learning)
Tapa blanda
ISBN 10: 9462094322 ISBN 13: 9789462094321
Editorial: Sense Publishers, 2014

Sinopsis

This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory--through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators' complementary professional knowledge bases. Teachers' voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially.
The book reflects upon the power of lesson video review and details how the co-inquirers negotiated "intermediate theory"--bridging educational theory and specific settings--framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique--not models of "best practice". The resources make pedagogy explicit and vividly illustrate the book's ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources.

"Sinopsis" puede pertenecer a otra edición de este libro.

Críticas

"I cannot recommend this book too highly ... it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it."--Prof. Barbara Jaworski, University of Loughborough

Reseña del editor

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This book addresses the issue of preadolescent boys literacy practices and the social construction of their identities as they navigate multiple classroom literacies. Exploring the role of the teacher, the role of multiple literacies and the way they “count” or do not count in the classroom curriculum through qualitative and quantitative findings, allows educators to rethink and reflect upon current instructional beliefs and practices.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Sense Publishers
Año de publicación
2014
Idioma
Inglés
ISBN 10 
9462094322
ISBN 13 
9789462094321
Encuadernación
Tapa blanda
Número de páginas
398
Contacto del fabricante
no disponible
Persona responsable
no disponible