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Collaborative Inquiry in Teacher Professional Development

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Bibliographic Details
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: PDF
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
FullText Text:
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  Data: Collaborative Inquiry in Teacher Professional Development
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Deborah+L%2E%22">Butler, Deborah L.</searchLink><br /><searchLink fieldCode="AR" term="%22Schnellert%2C+Leyton%22">Schnellert, Leyton</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teaching+and+Teacher+Education%3A+An+International+Journal+of+Research+and+Studies%22"><i>Teaching and Teacher Education: An International Journal of Research and Studies</i></searchLink>. Nov 2012 28(8):1206-1220.
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Reading%22">Content Area Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Researchers%22">Teacher Researchers</searchLink>
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  Data: 10.1016/j.tate.2012.07.009
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  Data: 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.)
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      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Content Area Reading
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