Skip to main content
SpringerLink
Log in

Processes of Inquiry

Inservice Teacher Educators Research Their Practice

  • Book
  • © 2011

Overview

Editors:
  1. Joanna Higgins

    1. Victoria University of Wellington, New Zealand

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Ro Parsons

    1. Ministry of Education, New Zealand

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. Linda Bonne

    1. Victoria University of Wellington, New Zealand

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Professional Learning (PROFL, volume 10)

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (11 chapters)

  1. Front Matter

    Pages i-xiv
    Download chapter PDF

  2. Improving Inservice Teacher Education Practice

    • Ro Parsons, Joanna Higgins
    Pages 1-10

  3. Organisation and Design of Analytical Tools to Identify Effective Teacher Educator Practice

    • Delia Baskerville
    Pages 11-28

  4. The Measure of Success

    • Trevor Mcdonald, Christina Thornley
    Pages 29-44

  5. Building Collaborative Professional Learning Within an Organisation

    • Alyson Mcgee
    Pages 45-62

  6. An Environment of Collegial Reflective Dialogue for Inservice Teacher Educators

    • Margaret Lamont
    Pages 63-88

  7. Mentoring Reflective Practice in Inservice Teacher Education

    • Ronnie Davey, Vince Ham, Mel Stopford, Susan Calender, Jocelyn Mackay
    Pages 89-115

  8. Individualised Professional Learning

    • Christina Thornley, Trevor Mcdonald
    Pages 117-131

  9. Tikanga Māori Kei Te Ao Whakaako

    • Hiria Mcrae, Marama Taiwhati
    Pages 133-148

  10. Te Poutama

    • Leeana Herewini, Sarah-Jane Tiakiwai
    Pages 149-161

  11. Designing Evaluation in Messy Interventions

    • Meenakshi Sankar
    Pages 163-178

  12. Generating New Knowledge Through A System-Level Network

    • Joanna Higgins, Ro Parsons
    Pages 179-188

  13. Back Matter

    Pages 189-196
    Download chapter PDF
Back to top

About this book

This 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).

Editors and Affiliations

  • Victoria University of Wellington, New Zealand

    Joanna Higgins, Linda Bonne

  • Ministry of Education, New Zealand

    Ro Parsons

Bibliographic Information

  • Book Title: Processes of Inquiry

  • Book Subtitle: Inservice Teacher Educators Research Their Practice

  • Editors: Joanna Higgins, Ro Parsons, Linda Bonne

  • Series Title: Professional Learning

  • DOI: https://doi.org/10.1007/978-94-6091-531-4

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Humanities, Social Sciences and Law, Education (R0)

  • Copyright Information: SensePublishers 2011

  • eBook ISBN: 978-94-6091-531-4Published: 22 November 2011

  • Edition Number: 1

  • Number of Pages: XIII, 196

  • Topics: Teaching and Teacher Education

Publish with us

Policies and ethics

Societies and partnerships

Back to top

Search

Navigation