Rethinking Educational Practice Through Reflexive Inquiry

InhaltsangabeForeword, Jennifer Nias.- Nicole Mockler & Judyth Sachs, Rethinking educational practice through reflexive inquiry: An introduction.- Part 1: Practitioner Inquiry.- Stephen Kemmis, A self-reflective practitioner and a new definition of critical participatory action research.- Bridget Somekh, Localization or globalization? The dynamic variations of action research.- Petra Ponte and Jan Ax, Inquiry-based professional learning in educational praxis: knowing why, what and how.- Michael Fielding, Patterns of partnership: student voice, intergenerational learning and democratic fellowship.- Lynda Kelly & Pauline Fitzgerald, Cooperation, collaboration, challenge: how to work with the changing nature of educational audiences in museums.- Greg Elliott, Creating spaces for practitioner research: Strategic leadership to create a third space for practitioner enquiry in an authentic professional learning community.- John Furlong, The English Masters in Teaching and Learning: a new arena for practitioner inquiry?.- Part 2: Teachers' Work and Learning.- Nicole Mockler, Becoming and 'being' a teacher: understanding teacher professional identity.- Anne Campbell, Connecting inquiry and professional learning: creating the conditions for authentic, sustained learning.- Judyth Sachs, Skilling or emancipating? Metaphors for continuing teacher professional development.- Colleen McLaughlin, Towards an ecology of teacher collaboration on research.-Jane Hunter & Jane Mitchell, The insider and outsider model of professional learning.- Kris Needham, Professional learning in an across school network: an epidemic of passion?.-Phillipa Cordingley, Extending connections: linking support for teachers engaging in and using research with what's known about teacher learning and development.- Bob Lingard, Changing Teachers' Work in Australia.- Postscripts, Susan Groundwater-Smith, Vale Shirley Grundy.- Nicole Mockler & Judyth Sachs, A final word.