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Professional development to promote schoolwide inquiry
ARTICLE

TATE Volume 18, Number 3 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study explores the extent of teacher inquiry, and how professional development can promote schoolwide inquiry, in seven urban elementary schools in the US. The regular and systematic inquiry present in two of the schools is highlighted. The schools’ organizational contexts that facilitate inquiry are also considered. As a key element of professional community, the ways in which inquiry contributes to, and interacts with, other aspects of teacher community are examined. The author also reflects on the issue of strict or flexible community boundaries and how inquiry can help to keep a school's faculty focused yet dynamic, as well as open to dissent and change.

Citation

King, M.B. Professional development to promote schoolwide inquiry. Teaching and Teacher Education: An International Journal of Research and Studies, 18(3), 243-257. Elsevier Ltd. Retrieved June 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(01)00067-1

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