Professional Learning from Classroom-Based Inquiries

Jyoti Rookshana Jhagroo, Patricia Martha Stringer (Herausgeber)

Buch | Softcover

185 Seiten

2024 | 2023 ed.
Springer Verlag, Singapore
978-981-99-5101-7 (ISBN)

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This book provides authentic practice-based inquiries by pre-service teachers. Their reflective narratives showcase their individual inquiries as they navigated their self-chosen professional learning journeys through the teaching as inquiry framework. The narratives advance what it means to be a reflective practitioner in practice and highlight necessary dispositional skill sets to attain valuable professional learning through inquiry. Through an inquiry stance, pre-service teachers are liberated from being knowledge consumers to local knowledge producers relevant to their practice. The dissonance this shift creates, negates the ‘comfortable doing’ of teaching to make the act of teaching authentic, relevant, and powerful.

Dr. Jyoti Rookshana Jhagroo is a senior lecturer in the School of Education, Faculty of Culture and Society, at the Auckland University of Technology, New Zealand. She began her teaching career in 1988 in South Africa and continued to teach at primary and secondary schools since moving to New Zealand in 1997. After completing her doctorate which focused on understanding the immigrant experience in the mathematics classroom, she joined the university as a lecturer. In her senior leadership role as Director of teacher education, she led the development and implementation of the initial teacher education programmes. Her current research activities include mathematics education, the scholarship of teaching and learning, and the professional learning and development of teachers through inquiry. Dr Patricia Stringer has been involved in graduate and post graduate teacher education and educational administration programmes internationally and in New Zealand. Her doctorate focused on capacity building for school improvement. Her current research activities explore engagement in practices relevant to teacher professional learning and systemic improvement.

Incorporating pretend play to increase engagement and motivation for young learners who are reluctant to explore beyond their comfort zones.- Using Music as a Tool to Develop Growth Mind-set Learning Habits.- Zines and literacy - Enhancing boys' engagement with literacy lessons.- How can I reimagine my practice so that I teach ‘big ideas’ rather than subject-specific content?.- Using the arts in the classroom to promote soft skills.- Using technology to support my teaching of mathematics in a play-based learning environment.- Integration of Visual Arts and Social Studies exploring propaganda: promoting learners to be critical thinkers taking social action.- Integrating music/song lyrics into literacy to engage reluctant learners to develop critical literacy and awareness around global issues.- Does putting play at the centre of the curriculum aid the learning of oral language?.- Feeling in Silence: Using Drama to promote the Language Acquisition and Wellbeing of English as an Additional Language (EAL) learners.

Erscheinungsdatum	04.10.2024
Zusatzinfo	23 Illustrations, color; 16 Illustrations, black and white
Verlagsort	Singapore
Sprache	englisch
Maße	155 x 235 mm
Themenwelt	Sozialwissenschaften ► Pädagogik ► Berufspädagogik
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
Schlagworte	Classroom-based Inquiry • Communities of inquiry • Inquiry-based Professional Learning • Inquiry of One’s Practice • Local Knowledge Through Inquiry • practice-based inquiry • Pre-service Teachers’ Professional Learning • Professional Learning for Primary School Teachers • Professional Learning for Teachers • Professional Learning Through Local Knowledge • Researching One’s Practice • Teachers as Inquirers • Teaching and Learning Through inquiry • Teaching as Inquiry in New Zealand Classrooms
ISBN-10	981-99-5101-1 / 9819951011
ISBN-13	978-981-99-5101-7 / 9789819951017
Zustand	Neuware