{"title":"探究项目还是探究立场？教师候选人在实践探究式临床实践中对知识建构的连续感知","authors":"Logan Rutten, Rachel Wolkenhauer","doi":"10.1080/13664530.2023.2293893","DOIUrl":null,"url":null,"abstract":"Previous scholarship has signaled the potential of practitioner inquiry for fostering an inquiry stance among teacher candidates during preservice teacher education. Little is known, however, about...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Inquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice\",\"authors\":\"Logan Rutten, Rachel Wolkenhauer\",\"doi\":\"10.1080/13664530.2023.2293893\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Previous scholarship has signaled the potential of practitioner inquiry for fostering an inquiry stance among teacher candidates during preservice teacher education. Little is known, however, about...\",\"PeriodicalId\":46208,\"journal\":{\"name\":\"Teacher Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-12-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teacher Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13664530.2023.2293893\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teacher Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13664530.2023.2293893","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Inquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice
Previous scholarship has signaled the potential of practitioner inquiry for fostering an inquiry stance among teacher candidates during preservice teacher education. Little is known, however, about...
期刊介绍：
Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.
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