Negotiating Epistemological Challenges in Thinking and Practice: A Case Study of a Literacy and Inquiry Tool as a Mediator of Professional Conversation

Autor/inn/en	Baildon, Mark; Damico, James
Titel	Negotiating Epistemological Challenges in Thinking and Practice: A Case Study of a Literacy and Inquiry Tool as a Mediator of Professional Conversation
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 6, S.1645-1657 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.01.004
Schlagwörter	Instructional Design; Asian Studies; Humanities; Case Studies; Literacy; Inquiry; Curriculum Development; Professional Development; Interpersonal Communication; Learning Experience; Learning Strategies; Instructional Materials; Teacher Collaboration + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Asia; Studies; Asienwissenschaft; Geisteswissenschaften; Humanwissenschaften; Case study; Fallstudie; Case Study; Alphabetisierung; Schreib- und Lesefähigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interpersonale Kommunikation; Lernerfahrung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerkooperation
Abstract	This study examines how a Humanities team engaged in professional conversation to refine and implement a literacy and inquiry tool in an Asian Studies curriculum. Drawing on socio-cultural perspectives of teacher learning and theories of tools as mediators of action, this case study investigates the ways this community of practice discussed their understandings of contexts, curriculum, and classroom practice to implement the literacy and inquiry tool. Such practices hold promise for the design of professional learning experiences where teachers engage in conversations about key tools they can use in their practice and assume more control of their own professional learning. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10