Administrative Supports and Curricular Challenges: New Teachers Enacting and Sustaining Inquiry in Schools

Autor/in	Towers, Jo
Titel	Administrative Supports and Curricular Challenges: New Teachers Enacting and Sustaining Inquiry in Schools
Quelle	In: Canadian Journal of Education, 35 (2012) 1, S.259-278 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Inquiry; Active Learning; Mathematics Instruction; Elementary School Mathematics; Grade 6; Beginning Teachers; Elementary School Teachers; Teacher Administrator Relationship; Instructional Materials; Principals; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Aktives Lernen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; School year 06; 6. Schuljahr; Schuljahr 06; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Principal; Schulleiter; Lehramtsstudiengang; Lehrerausbildung
Abstract	This article draws on interviews with a recent graduate of an inquiry-based initial teacher education program, and on video data collected in his Grade 6 classroom, to explore the extent to which he was able to enact inquiry-based teaching approaches in his teaching of mathematics and to consider the kinds of resources (administrative and curricular) necessary to sustain and enhance such practices in today's schools. The findings support existing literature noting the importance of a supportive and knowledgeable school principal and extend that literature to detail the kinds of support that make a difference in sustaining, in particular, inquiry-oriented teaching practices. The study also draws attention to the need for further research concerning the kinds of curricular support materials necessary to help new teachers who are attempting to enact such practices to thrive in schools. (Contains 4 footnotes.) (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10