The Power of Learning from Inquiry
Teacher Research as a Professional Development Tool in Multilingual Schools
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Adult & Continuing Education
| Author: | Aida A NevárezLa Torre | ISBN: | 9781607522980 |
| Publisher: | Information Age Publishing | Publication: | February 1, 2010 |
| Imprint: | Information Age Publishing | Language: | English |
| Author: | Aida A NevárezLa Torre |
| ISBN: | 9781607522980 |
| Publisher: | Information Age Publishing |
| Publication: | February 1, 2010 |
| Imprint: | Information Age Publishing |
| Language: | English |
The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools. Dr. NevárezLa Torre, proposes a model for conducting classroom inquiry that teachers may follow to pursue important questions about their practice and multilingual students’ learning process. There are eight chapters in this book divided into three sections. The first section introduces the idea for the book a model for using teacher inquiry as a tool for professional development. The second section includes the analyses of the trajectory followed by three teachers into using teacher inquiry to grow as professionals in ESL and bilingual classrooms. The third section of the book situates professional development using teacher inquiry within a broader theoretical framework and examines some key implications of this work for the education of inservice and preservice teachers.
The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools. Dr. NevárezLa Torre, proposes a model for conducting classroom inquiry that teachers may follow to pursue important questions about their practice and multilingual students’ learning process. There are eight chapters in this book divided into three sections. The first section introduces the idea for the book a model for using teacher inquiry as a tool for professional development. The second section includes the analyses of the trajectory followed by three teachers into using teacher inquiry to grow as professionals in ESL and bilingual classrooms. The third section of the book situates professional development using teacher inquiry within a broader theoretical framework and examines some key implications of this work for the education of inservice and preservice teachers.
