Search results for: Inquiry
Page 7/9 82 items
This article investigates the value of practitioner enquiry in the development of common language and shared understandings. The participants were a group of mid-career professionals from a variety of public service backgrounds, brought together to formulate responses to the English agenda for integrating services. It draws upon data gathered from multi-professional action learning and focus groups via a collaboration between an English University and six regional authorities. The article concludes that collaborative multi-professional practitioner enquiry offers a realistic means of embedding this challenging aspect of policy.
Updated: Jan. 12, 2010
In this article, the authors reflect on the journey of philosophical change and growth from a traditional philosophy to an inquiry-based, Reggio-inspired one that occurred on both levels in an early childhood teacher education program and laboratory school over a period of 7 years. As an inquiry group, the authors reflected on the change the authors experienced in their own teaching methods, their interactions with staff members and each other, and their perceptions of change in interaction with their students. After carefully and systematically reviewing their reflections, five trends in change were identified.
Updated: Jan. 12, 2010
This article starts with a brief review of the recent history of teacher research in the UK in order to consider how pre- and in-service teachers are currently positioned in relation to research. Drawing on the case of the Scottish Schools of Ambition, the article identifies some of the challenges and opportunities presented by sponsored research engagement. The article suggests that teacher educators may have an important contribution to make to building capacity through teacher enquiry given their position as mediators between schools and university faculties of education.
Updated: Nov. 10, 2009
This longitudinal study builds on conceptualizations of dialogic inquiry to examine how teachers and students coconstructed a discourse of inquiry in a public magnet school. The authors examine the processes and practices that make up this discourse of inquiry. Furthermore, they also study the function of teacher talk in supporting academic and social learning and agency among students. This discourse of inquiry supports students as active, thoughtful, engaged learners and community members. Furthermore, this discourse underscores the critical role of classroom talk, collaboration, and deliberation in meaningful learning engagements.
Updated: Jul. 20, 2009
The article is designed to raise issues around how we view teaching and some of the implication that has for thinking about teaching as a discipline. The article is organized in such a way as to invite critique using the idea of teaching as disciplined enquiry. This enquiry involves multiple domains: subject epistemology and ontology; pedagogic strategies and didactic tactics; and psychosocial specifics of situations involving human beings, who can be agentive in exercising their will as to what they attend to, and how. Thus, teaching is fundamentally enquiry in the domain of human attention and awareness.
Updated: Jul. 15, 2009
Distributed Collaborative Research Model: Meaningful and Responsive Inquiry in Technology and Teacher Education
This article investigates lessons learned from past distant collaborations. It details the present development of the Distributed Collaborative Research Model (DCRM) and invites colleagues in technology and teacher education to collaborate to demonstrate sound educational research in our field.
Updated: Jun. 25, 2009
The Scholarship of Teaching and Web-Based Representations of Teaching in the United States: Definitions, Histories, and New Directions
The relationship between the scholarship of teaching and practitioner inquiry is characterized both by questions of definition (what 'counts' as scholarship and who can produce it) and execution (how to facilitate the representation, interpretation and analysis of teaching). The paper addresses both issues by beginning with an overview of the somewhat ambiguous origins and evolution of the scholarship of teaching in the United States.
Updated: May. 14, 2009
The paper illustrates the University of Florida's efforts to understand the ways that prospective teacher education can be linked to individual school improvement efforts. It explains how teacher educators and their school-based partners collaboratively craft their professional development school work with prospective and practicing teachers to target school improvement and teacher learning. The authors illustrate four models for engaging in inquiry-oriented school improvement and outline the factors that underlie their design.
Updated: Apr. 22, 2009
The paper describes two groups of new teachers who experienced the inquiry-based programs of support in which they participated as silencing and uncritical.In each study, the new teachers worked to reclaim voice and agency through dialectic inquiry. The authors characterize this inquiry as local, self-reflexive, and able to embrace the tensions that mark many teaching situations. Given the nature of teaching as a profession, the authors argue that dialectic inquiry can help new teachers develop important attributes of agency and critique.
Updated: Mar. 16, 2009
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Updated: Mar. 11, 2009