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ERIC Number: EJ798922
Record Type: Journal
Publication Date: 2008-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Negotiating Epistemological Challenges in Thinking and Practice: A Case Study of a Literacy and Inquiry Tool as a Mediator of Professional Conversation
Baildon, Mark; Damico, James
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n6 p1645-1657 Aug 2008
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.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A