Collaborative inquiry : teacher professional development as situated, responsive co-construction of practice and learning ...
The research reported here grappled with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to enhance teacher practice and learning and student learning outcomes. A case study design was employed to study a community of inquiry (CoI)...
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| Format: | Text |
| Language: | English |
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University of British Columbia
2011
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| Online Access: | https://dx.doi.org/10.14288/1.0072342 https://doi.library.ubc.ca/10.14288/1.0072342 |
| Summary: | The research reported here grappled with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to enhance teacher practice and learning and student learning outcomes. A case study design was employed to study a community of inquiry (CoI) located within a Southern Arctic school district within which classroom teachers and special education teachers worked as partners to improve their writing instruction and increase access to learning and outcomes for students in inclusive classrooms. This research addressed three questions: (1) what practices did educators engage in as co-teachers within a CoI to consider, explore, and construct more inclusive writing instruction?; (2) how and why did collaborative, action-oriented inquiry cycles help teachers to develop understandings and practices that addressed, nurtured and supported diverse students’ literacy learning?; and (3) what conditions and qualities within professional development activities supported ... |
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