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Novice Teachers Embracing Wobble in Standardized Schools

- Using Dialogue and Inquiry for Self-Reflection and Growth
Af: Trevor Thomas Stewart, Todd S. Hawley, Bob Fecho, Dawan Coombs Engelsk Paperback

Novice Teachers Embracing Wobble in Standardized Schools

- Using Dialogue and Inquiry for Self-Reflection and Growth
Af: Trevor Thomas Stewart, Todd S. Hawley, Bob Fecho, Dawan Coombs Engelsk Paperback
Tjek vores konkurrenters priser

A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences.

This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers’ "wobble stories" and their outcomes, this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development.

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A critical resource for pre-service and practicing teachers, this book addresses what happens when new teachers try to enact inquiry-based and dialogical pedagogy within standardized schools. Exploring the narratives from beginning ELA and humanities teachers when they encounter challenges and obstructions, this book explores moments of wobble—key events that called attention to practice in the context of inflexible schooling systems—that the teachers shared with their peers via an oral inquiry process (OIP) to help them unpack and understand their experiences.

This book advocates for the continued use and enhancement of mentoring and induction initiatives, particularly those that recognize the expressed concerns of novice teachers, no matter what their pedagogical stance might be. By sharing novice teachers’ "wobble stories" and their outcomes, this book provides a pathway for teachers’ continued self-reflection and growth for the duration of their careers. The authors offer a reflective, adaptable, and easy-to-use process that places teachers in control of their own professional learning. The beliefs and structures examined in this text support the intentions of all teachers who work from a learning-centered perspective and wish to take some ownership of their professional development.

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Produktdetaljer
Sprog: Engelsk
Sider: 132
ISBN-13: 9780367404406
Indbinding: Paperback
Udgave:
ISBN-10: 0367404400
Kategori: Skoler for mellemtrinnet
Udg. Dato: 1 okt 2020
Længde: 14mm
Bredde: 229mm
Højde: 153mm
Forlag: Taylor & Francis Ltd
Oplagsdato: 1 okt 2020
Forfatter(e): Trevor Thomas Stewart, Todd S. Hawley, Bob Fecho, Dawan Coombs
Forfatter(e) Trevor Thomas Stewart, Todd S. Hawley, Bob Fecho, Dawan Coombs

Kategori Skoler for mellemtrinnet

ISBN-13 9780367404406

Sprog Engelsk

Indbinding Paperback

Sider 132

Udgave

Længde 14mm

Bredde 229mm

Højde 153mm

Udg. Dato 1 okt 2020

Oplagsdato 1 okt 2020

Forlag Taylor & Francis Ltd

Kategori sammenhænge