Creating a Common Discourse on Practitioner Inquiry as Stance

Autor/inn/en	Buelow, Stephanie; Koja, Cassandra; Tom, Matthew; Bacon, Heidi R.
Titel	Creating a Common Discourse on Practitioner Inquiry as Stance
Quelle	In: Journal of Adolescent & Adult Literacy, 66 (2023) 5, S.301-307 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bacon, Heidi R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1278
Schlagwörter	Change Agents; Independent Study; Reflective Teaching; Elementary Secondary Education; Literacy Education; Teaching Methods; Learning Processes; Teacher Researchers; Teacher Education; Faculty Development + Suchen Sie Ihr Suchwort? Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerforschung; Lehrerausbildung; Lehrerbildung
Abstract	Practitioner Inquiry (PI) is the systematic, intentional study of one's professional practice. It makes reflective teaching visible and actionable. In this article, we reflect on our experiences as practitioner researchers across elementary, secondary, and teacher education and engage in critical conversations with one another to present a common discourse around the complexities of PI. We elucidate the ways that PI positions literacy educators as self-directed learners, agents of change, and storytellers to recenter literacy teaching and learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01