دورية أكاديمية
Engaging in Practitioner Inquiry in a Professional Development School Internship
| العنوان: | Engaging in Practitioner Inquiry in a Professional Development School Internship |
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| اللغة: | English |
| المؤلفون: | Higgins, Mary |
| المصدر: | School-University Partnerships. Fall 2018 11(2):3-9. |
| الإتاحة: | National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://napds.org/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Professional Development Schools, Internship Programs, Inquiry, Beliefs, Empowerment, Transformative Learning, Transfer of Training, Reflective Teaching, Decision Making, Critical Thinking |
| تدمد: | 1935-7125 |
| مستخلص: | In this article, the author briefly describes her efforts to explore the lived experiences of teacher candidates (interns) completing an internship in a K-4 Professional Development School (PDS), while engaged in practitioner inquiry. This phenomenological study followed five interns' engagement in practitioner inquiry to investigate how their inquiry experiences influenced their belief development. The findings were organized into five overall themes in which inquiry supported the authenticity, complexity, enactment, empowerment, and transferability of beliefs. Knowledge gained from this study provides new insights into preservice teacher learning in a PDS setting. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1199816 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1935-7125 |
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