Collaborative inquiry in teacher professional development
TATE Volume 28, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd
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.
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.
Cited ByView References & Citations Map
Olcay Sert, English Studies, Mälardalen University, Västerås, Sweden; Sercan Çelik, TED University, Ankara, Turkey; Evrim Baran, Iowa State University, Ames, United States
International Journal of Mobile and Blended Learning Vol. 10, No. 2 (April 2018) pp. 36–49
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