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003			ZW-GwMSU
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008			240928b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aBailey, Nancy M. _eauthor
245	1	0	_aVisual images as tools of teacher inquiry/ _ccreated by Nancy M. Bailey and Elizabeth M. Van Harken
264	1		_aThousand Oaks : _bSage, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 65, number 3
520	3		_aAs aspiring professionals, pre-service teachers must become good consumers of educational research as well as competent researchers who can use tools of inquiry to improve their practice and conduct their own educational research. Many, however, resist learning research skills or find difficulties in doing so. This article presents ways in which learning in a graduate research class was prompted by methods of multimodal analysis and composition. The graduate-level teacher candidates in the class were taught, in particular, to use visual images as analytical and generative tools, and in doing so, they came to learn about the research process and their role as researchers. Moreover, working with visual images allowed the pre-service teachers increasing clarity in observations and interpretations of what they were seeing in classrooms where they were observing. By using visual images, teacher candidates seemed to arrive at theoretical insights that were possibly predictive of future, productive classroom practices.
650			_aTeacher research _vQualitative research _xVisual images
700	1		_avan Harken, Elizabeth M. _eco author
856			_uhttps://doi.org/10.1177/0022487113519130
942			_2lcc _cJA
999			_c167393 _d167393