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Reflections on collaborative inquiry in Cyprus: lessons for researchers and practitioners.

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Title: Reflections on collaborative inquiry in Cyprus: lessons for researchers and practitioners.
Authors: Angelides, Panayiotis1 (AUTHOR) Kakiag@globalsoftmail.com, Gibbs, Paul1 (AUTHOR)
Source: Teacher Development. Mar2007, Vol. 11 Issue 1, p59-75. 17p.
Subject Terms: *Mixed ability grouping (Education), *Ability grouping (Education), *Teaching methods, *Educational change, *Teaching, *Education policy
Geographic Terms: Cyprus
Abstract: Effective teaching in mixed ability classes has dominated much of the Cyprus government’s agenda for educational reform. However, there remains widespread dissatisfaction with Cyprus teachers’ ability to teach in mixed ability classes. A factor behind the unsuccessful attempts of the Ministry of Education and Culture to improve teaching in mixed ability classes is that little attention is paid to the method of supporting teachers during in-service training and to the development of a praxis of educating where the skills of action learning as a professional practitioner upon one’s own practice and in collaboration with others are seen as central to a teacher’s continued professional development. In this paper, the authors reflect on their experiences from different research projects which were designed and implemented following collaborative inquiry, not only for experienced researchers who act as critical friends to schools but also for practitioners who want to carry out investigations in their school context and to improve their teaching in mixed ability classes. The authors first analyse what they mean by collaborative inquiry, and then present the advantages and difficulties of this sort of research as they have seen them through their experiences in the research projects they were involved in within the trusted community of joint and shared revelation. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Reflections on collaborative inquiry in Cyprus: lessons for researchers and practitioners.
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  Data: *<searchLink fieldCode="DE" term="%22Mixed+ability+grouping+%28Education%29%22">Mixed ability grouping (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability+grouping+%28Education%29%22">Ability grouping (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink>
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  Data: Effective teaching in mixed ability classes has dominated much of the Cyprus government’s agenda for educational reform. However, there remains widespread dissatisfaction with Cyprus teachers’ ability to teach in mixed ability classes. A factor behind the unsuccessful attempts of the Ministry of Education and Culture to improve teaching in mixed ability classes is that little attention is paid to the method of supporting teachers during in-service training and to the development of a praxis of educating where the skills of action learning as a professional practitioner upon one’s own practice and in collaboration with others are seen as central to a teacher’s continued professional development. In this paper, the authors reflect on their experiences from different research projects which were designed and implemented following collaborative inquiry, not only for experienced researchers who act as critical friends to schools but also for practitioners who want to carry out investigations in their school context and to improve their teaching in mixed ability classes. The authors first analyse what they mean by collaborative inquiry, and then present the advantages and difficulties of this sort of research as they have seen them through their experiences in the research projects they were involved in within the trusted community of joint and shared revelation. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13664530701194512
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      – Code: eng
        Text: English
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        PageCount: 17
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      – SubjectFull: Mixed ability grouping (Education)
        Type: general
      – SubjectFull: Ability grouping (Education)
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Educational change
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      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Education policy
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      – SubjectFull: Cyprus
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      – TitleFull: Reflections on collaborative inquiry in Cyprus: lessons for researchers and practitioners.
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              Text: Mar2007
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              Y: 2007
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