TR
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Self Study and Inquiry into Practice: Learning to teach equity and social justice in the elementary school classroom
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.
Keywords
References
- Cochran-Smith, M. (2004). Walking the Road: Race, Diversity, and Social Justice in Teacher Education. New York: Teachers College Press.
- 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.
- 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.
- 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.
Details
Primary Language
English
Subjects
Studies on Education
Journal Section
Book Review
Authors
Publication Date
June 25, 2022
Submission Date
December 16, 2021
Acceptance Date
June 6, 2022
Published in Issue
Year 2022 Volume: 56 Number: 56
APA
Elcan Kaynak, N. (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, 56(56), 273-279. https://doi.org/10.15285/maruaebd.1037568
AMA
1.Elcan Kaynak N. Self Study and Inquiry into Practice: Learning to teach equity and social justice in the elementary school classroom. Marmara Education Journal. 2022;56(56):273-279. doi:10.15285/maruaebd.1037568
Chicago
Elcan Kaynak, Naime. 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 56 (56): 273-79. https://doi.org/10.15285/maruaebd.1037568.
EndNote
Elcan Kaynak N (June 1, 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 56 56 273–279.
IEEE
[1]N. Elcan Kaynak, “Self Study and Inquiry into Practice: Learning to teach equity and social justice in the elementary school classroom”, Marmara Education Journal, vol. 56, no. 56, pp. 273–279, June 2022, doi: 10.15285/maruaebd.1037568.
ISNAD
Elcan Kaynak, Naime. “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 56/56 (June 1, 2022): 273-279. https://doi.org/10.15285/maruaebd.1037568.
JAMA
1.Elcan Kaynak N. Self Study and Inquiry into Practice: Learning to teach equity and social justice in the elementary school classroom. Marmara Education Journal. 2022;56:273–279.
MLA
Elcan Kaynak, Naime. “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, vol. 56, no. 56, June 2022, pp. 273-9, doi:10.15285/maruaebd.1037568.
Vancouver
1.Naime Elcan Kaynak. Self Study and Inquiry into Practice: Learning to teach equity and social justice in the elementary school classroom. Marmara Education Journal. 2022 Jun. 1;56(56):273-9. doi:10.15285/maruaebd.1037568