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Collaborative inquiry in teacher professional development
ARTICLE

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TATE Volume 28, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Butler, D.L. & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 28(8), 1206-1220. Elsevier Ltd. Retrieved June 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 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/j.tate.2012.07.009

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