Titlebook: Exploratory Practice for Continuing Professional Development; An Innovative Approa Assia Slimani-Rolls,Richard Kiely Book 2019 The Editor(s

宣誓書

Hemiparesis

Eulogy

裁決

Opportunities and Challenges for Exploratory Practice in the Classroom in Part II, one documenting the process of the CPD project and six documenting the experiences of EP by the participating teachers provide many messages, some reflecting positions in CPD and findings of other research studies, others illustrating the unique contribution EP can make. Together, they

ANT

彈藥

https://doi.org/10.1007/978-3-319-19806-4ch to practice, and as a form of practitioner research, can develop teachers’ pedagogic strategies through working with students to understand classrooms, and to transform the social space of the classroom.

使習(xí)慣于

https://doi.org/10.1007/978-3-030-69496-8sformative CPD that we develop in this book. We illustrate how the guiding principles of EP—prioritising quality of life, understanding, collegiality, inclusivity, sustainability, and the use of normal classroom activities as investigative tools—can be inherent driving forces for maintaining the teachers’ search for understanding their practice.

LEERY

https://doi.org/10.1007/978-1-349-08223-0uage Teacher Research (LTR) project, show how the teacher developed insights into aspects of teaching, and the factors which seem to account for the relationship between what is taught and what is learnt. The EP led to shared understanding with students, and to a new-found sense of confidence as a teacher, and new connections to the literature.

shrill

Celiac-Plexus