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Book Categories |
| Foreword | ||
| Introduction | ||
| Acknowledgments | ||
| 1 | Reconstructing Teaching: Interactions Among Changing Beliefs, Subject-Matter Knowledge, Instructional Repertoire, and Professional Culture in the Process of Transforming One's Teaching | 1 |
| 2 | Teaching to the Big Ideas | 22 |
| 3 | Doing Research, Taking Action, and Changing Practice with Collaborative Support | 48 |
| 4 | Crafting a Sharper Lens: Classroom Assessment in Mathematics | 78 |
| 5 | Talking in School: Constructive Conversations for Written Language | 104 |
| 6 | From Expert to Novice: The Transformation from Teacher to Learner | 133 |
| 7 | Principals as Colleagues in the Reshaping of Science Teaching and Learning | 162 |
| 8 | Teacher Inquiry Groups: Collaborative Explorations of Changing Practice | 187 |
| 9 | Professional Development Through Interdisciplinary Curriculum Design | 201 |
| 10 | The Diagnostic Teacher | 231 |
| 11 | Revitalizing Professional Development | 247 |
| Afterword | 269 | |
| About the Contributors | 273 | |
| Index | 279 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Ernest Lopez
reviewed The Diagnostic Teacher: Constructing New Approaches to Professional Development on February 22, 2021
The Diagnostic Teacher: Constructing New Approaches to Professional Development
I like that Pring included constructivism, although he does not directly name it. He also identified issues critics have with educational research and how to navigate through them, which was useful; however, as educational research is more than ever moving towards practitioners doing it, I found this book less accessible for those readers.
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