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Provoking Conversations on Inquiry in Teacher Education.
・ISBN 978-1-4331-1829-6 hard SFR 159.80
￥46,053.- (税込) ※（※）価格はご注文時の参考価格となります。
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お気に入り
★★★
・ISBN 978-1-4331-1828-9 paper SFR 45.80
￥13,198.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Lund, Darren E. / Panalytidis, E. L. / Smits, H. et al., |
|---|---|
| シリーズ | Counterpoints: Studies in the Postmodern Theory of Education |
| 出版社 | (P. Lang, SZ) |
| 出版年月 | 2012 |
| ページ数 | xxvi, 146 pp. |
| 言語 | ENG |
| ニュース番号 | ＜600-L853＞ |
解説
This book has won the Publication Award: Multiauthored or Edited Books from the Canadian Association of Foundations of Education (CAFE)
This captivating book opens a multi-vocal and layered conversation on critical contemporary issues in teacher education. As a provocative example of self-study research, each part of the book shows the richness and productivity of collaborative, practice-based research, oriented to critical issues in teacher education. In bringing forward key issues in teacher education, Provoking Conversations on Inquiry in Teacher Education also demonstrates an exercise of practical judgment, that is, to show how certain kinds of research and writing can address the real life issues encountered in practice. The bold effort to make their work public and invite responses represents a deliberate attempt by the authors to reveal the importance of critical conversations. Invited responses by critical friends from other institutions demonstrate that conversations about practices in teacher education must remain open-ended and responsive to a plurality of thought and experience.
This captivating book opens a multi-vocal and layered conversation on critical contemporary issues in teacher education. As a provocative example of self-study research, each part of the book shows the richness and productivity of collaborative, practice-based research, oriented to critical issues in teacher education. In bringing forward key issues in teacher education, Provoking Conversations on Inquiry in Teacher Education also demonstrates an exercise of practical judgment, that is, to show how certain kinds of research and writing can address the real life issues encountered in practice. The bold effort to make their work public and invite responses represents a deliberate attempt by the authors to reveal the importance of critical conversations. Invited responses by critical friends from other institutions demonstrate that conversations about practices in teacher education must remain open-ended and responsive to a plurality of thought and experience.