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- W2484088129 abstract "In this chapter the authors present a framework for teacher inquiry. Drawing on data from two multiple-year qualitative studies of National Board candidates, the authors use case study methodology and document analysis to develop an understanding of the National Board as a site for inquiry in teacher learning. Three teachers' experiences, representing a range of inquiry stances, are explored to provide an opportunity to understand important elements of inquiry in teacher learning and how the National Board certification process may (or may not) support such learning." @default.
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- W2484088129 date "2016-06-16" @default.
- W2484088129 modified "2023-10-18" @default.
- W2484088129 title "The Role of Inquiry in Teachers' Learning from the National Board Certification Process" @default.
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- W2484088129 doi "https://doi.org/10.4018/978-1-5225-0204-3.ch002" @default.
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