Insights and lessons from teachers' initial professional learning and collaborative practices in questioning for higher-order scientific discourse in primary science classrooms
The purpose of this study is to understand the processes of teacher learning and collaboration when teachers are initiated into a professional development programme focusing on questioning to promote higher-order scientific discourse. The study will inform the design of school-based professional dev...
| Main Author: | |
|---|---|
| Published: |
University College London (University of London)
2013
|
| Subjects: | |
| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572946 |