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Journals / Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi / 2022 / Cilt: 56 - Sayı: 56

Self Study and Inquiry into Practice: Learning to teach equity and social justice in the elementary school classroom

Pratikte Bireysel Çalışma ve Araştırma: İlkokul sınıfında eşitlik ve sosyal adaleti öğretmeyi öğrenmek

Naime ELCAN KAYNAK
Pages
273–279
Publication Date
2022-06-25
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The purpose of this study is to analyze Linda Kroll' s book about self-study and the use of inquiry stance in teacher education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to analyze Linda Kroll' s book about self-study and the use of inquiry stance in teacher education.
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Key Findings & Data:The purpose of this study is to analyze Linda Kroll' s book about self-study and the use of inquiry stance in teacher education.
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Conclusion & Impact:The purpose of this study is to analyze Linda Kroll' s book about self-study and the use of inquiry stance in teacher education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Öğretmen eğitimi · araştırma · sosyal adalet

Abstract

The purpose of this study is to analyze Linda Kroll' s book about self-study and the use of inquiry stance in teacher education.

Özet

Bu analizde Linda R. Kroll ün bireysel çalışma ve araştırmanın öğretmenlik eğitiminde uygulanma sürecini anlatan kitabı analiz edilmiştir. Kitabın ilk olarak bölümleri tanıtılmış, sonrasında kitabın öğretmen eğitimine katkı sunabileceği noktalar belirtilmiştir.

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Cite This Article

KAYNAK, N. E. (2022). Self Study and Inquiry into Practice: Learning to teach equity and social justice in the elementary school classroom. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, Cilt: 56 - Sayı: 56, 273–279. https://ajindex.com/articles/689622

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References (4)

  1. Cochran-Smith, M. (2004). Walking the Road: Race, Diversity, and Social Justice in Teacher Education. New York: Teachers College Press.
  2. Dewey, J. (1903). The relation of theory to practice in education. In C.A Murray, ed. Third Yearbook of the National Society for the Scientific Study of education. Chicago: University of Chicago Press.9-3.
  3. Loughran, J (2006). Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning and Learning about Teaching. New York: Routledge. Posner, G. J (2003) Analyzing the Curriculum (third edition), New York, NY: McGraw-Hill Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.
  4. Zumwalt, K. & Craig, E. (2008). Who is teaching? Does it matter? In M. Cochran- Smith, S. Feiman- Nemser, and D. J. McIntyre, Eds. Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts. New York: Routledge/ Taylor Francis and the Association of teacher Educators, 404-423.