TY - BOOK ID - 8433743 TI - Processes of Inquiry : Inservice Teacher Educators Research Their Practice AU - Higgins, Joanna. AU - Parsons, Ro. AU - Bonne, Linda. PY - 2011 SN - 9460915302 9460915310 9786613695710 1280785322 PB - Rotterdam : SensePublishers : Imprint: SensePublishers, DB - UniCat KW - Education. KW - Teacher educators -- New Zealand. KW - Teachers -- In-service training -- New Zealand. KW - Education KW - Social Sciences KW - Theory & Practice of Education KW - Teachers KW - Sciences sociales. KW - Training of KW - Faculty (Education) KW - Instructors KW - School teachers KW - Schoolteachers KW - Teaching. KW - Teaching and Teacher Education. KW - School employees KW - Didactics KW - Instruction KW - Pedagogy KW - School teaching KW - Schoolteaching KW - Instructional systems KW - Pedagogical content knowledge KW - Training KW - Children KW - Education, Primitive KW - Education of children KW - Human resource development KW - Schooling KW - Students KW - Youth KW - Civilization KW - Learning and scholarship KW - Mental discipline KW - Schools KW - Teaching KW - New Zealand. UR - https://www.unicat.be/uniCat?func=search&query=sysid:8433743 AB - This book presents inservice teacher educators’ accounts of systematic inquiry into their practice in a variety of contexts throughout New Zealand. The importance of purposeful networks of practice at all levels of a system in supporting education change and improvement is a theme across the chapters. The contributors describe the challenges and successes associated with working in professional learning and development in ways that aim to improve outcomes for teacher educators, teachers and students. Their accounts illuminate the importance of a research and development approach that enables the generation and application of new knowledge and, more importantly, enables all contributors to be learners. Each of the authors describes their role in investigating the effectiveness of inservice teacher educator practice, as part of the overall project that endeavoured to improve practice for the future. Included are processes created for Maori (indigenous) settings where cultural metaphors were used to frame investigations of practice. The book makes an important contribution to our knowledge base about effective inservice teacher educator practice and its influence on classroom practice. The book will appeal to teacher educators interested in examining the fit between their practices and their goals in helping teachers to build knowledge and practice, including those working in indigenous settings. It will also be of interest to policy makers and evaluators involved in system-level change. …a well organised and carefully argued text that offers compelling evidence for an integrated approach to project management, practice, research and evaluation (J. John Loughran, Series Editor). ER -