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| 001 | u378694 | ||
| 003 | SIRSI | ||
| 005 | 20160812084606.0 | ||
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| 008 | 111121s2011 ne | s |||| 0|eng d | ||
| 020 |
_a9789460915314 _9978-94-6091-531-4 |
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| 040 | _cMX-MeUAM | ||
| 050 | 4 | _aLB1024.2-1050.75 | |
| 050 | 4 | _aLB1705-2286 | |
| 082 | 0 | 4 |
_a370.711 _223 |
| 100 | 1 |
_aHiggins, Joanna. _eeditor. |
|
| 245 | 1 | 0 |
_aProcesses of Inquiry _h[recurso electrónico] : _bInservice Teacher Educators Research Their Practice / _cedited by Joanna Higgins, Ro Parsons, Linda Bonne. |
| 264 | 1 |
_aRotterdam : _bSensePublishers, _c2011. |
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| 300 |
_aXIII, 196p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aProfessional Learning ; _v10 |
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| 520 | _aThis book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters. The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners. Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for Maori (indigenous) settings where cultural metaphors were used to frame investigations of practice. The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice. The book will appeal to teacher educators interested in examining the fit between their practices and their goals in helping teachers to build knowledge and practice, including those working in indigenous settings. It will also be of interest to policy makers and evaluators involved in system-level change. …a well organised and carefully argued text that offers compelling evidence for an integrated approach to project management, practice, research and evaluation (J. John Loughran, Series Editor). | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aTeaching and Teacher Education. |
| 700 | 1 |
_aParsons, Ro. _eeditor. |
|
| 700 | 1 |
_aBonne, Linda. _eeditor. |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 830 | 0 |
_aProfessional Learning ; _v10 |
|
| 856 | 4 | 0 |
_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-94-6091-531-4 |
| 596 | _a19 | ||
| 942 | _cLIBRO_ELEC | ||
| 999 |
_c206574 _d206574 |
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