Collaborative inquiry in teacher professional development

被引：158

作者：

Butler, Deborah L. ^{[1
]}

Schnellert, Leyton ^{[2
]}

机构：

[1] Univ British Columbia, Fac Educ, Vancouver, BC V6T 1Z4, Canada

[2] Univ British Columbia, Fac Educ, Kelowna, BC V1V 1V7, Canada

来源：

TEACHING AND TEACHER EDUCATION | 2012年 / 28卷 / 08期

关键词：

Professional development; Inquiry; Collaboration; Self-regulation; Co-regulation; Formative assessment; Community of inquiry; Educational change; DISCIPLINARY LITERACY; SELF; INSTRUCTION; CONTEXT; AGE;

D O I：

10.1016/j.tate.2012.07.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2012 Elsevier Ltd. All rights reserved.

引用

页码：1206 / 1220

页数：15

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