Collaborative Inquiry in Teacher Professional Development
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| Title: | Collaborative Inquiry in Teacher Professional Development |
|---|---|
| Language: | English |
| Authors: | Butler, Deborah L., Schnellert, Leyton |
| Source: | Teaching and Teacher Education: An International Journal of Research and Studies. Nov 2012 28(8):1206-1220. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 15 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Elementary Secondary Education Postsecondary Education |
| Descriptors: | Case Studies, Inservice Teacher Education, Student Evaluation, Formative Evaluation, Content Area Reading, Inquiry, Teacher Collaboration, Communities of Practice, Program Effectiveness, Teacher Researchers |
| DOI: | 10.1016/j.tate.2012.07.009 |
| ISSN: | 0742-051X |
| Abstract: | This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' "learning through reading" to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change. (Contains 4 tables and 4 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2012 |
| Accession Number: | EJ980035 |
| Database: | ERIC |
| Abstract: | This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' "learning through reading" to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change. (Contains 4 tables and 4 figures.) |
|---|---|
| ISSN: | 0742-051X |
| DOI: | 10.1016/j.tate.2012.07.009 |
