| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 374953 | Teaching and Teacher Education | 2006 | 10 Pages |
Abstract
This article explores how classroom-based teacher inquiry research supports teachers in constructing understandings about teaching and learning that are uniquely applicable to their own contexts in American urban schools. This study was conducted by two teacher educators in their year-long classroom-based inquiry research classes with approximately 50 teacher education candidates.
Related Topics
Social Sciences and Humanities
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Authors
Megan Blumenreich, Beverly Falk,