共查询到20条相似文献，搜索用时 15 毫秒
1.
Karen Goodnough 《Journal of Science Teacher Education》2010,21(8):917-935
In this case study, teacher inquiry groups from 3 school districts engaged and transformed various facets of their professional
knowledge and practice in the context of science education. To examine the nature of teacher learning, a 3-part teacher knowledge
and learning framework, proposed by Cochran-Smith and Lytle in 1999, was adopted (knowledge-for-practice, knowledge-in-practice,
and knowledge-of-practice). While 16 school-based inquiry groups participated in the collaborative action research project,
one case study involving a primary teacher, Katrina, is highlighted to illustrate outcomes related to the role of collaborative
inquiry in supporting teacher learning, contextual issues and concerns that impact teachers’ daily classroom practice, and
the types of knowledge generated by teachers within collaborative inquiry communities. 相似文献
2.
Simone White 《师资教育杂志》2016,42(2):252-264
As teacher educators, we want our research to be influential in contributing to educational policy and practice, but there remains little understanding about ways in which teacher educators might more productively engage with each other and policy-makers so as to maximise their research impact. Drawing on an empirical study and policy document analysis, this paper seeks to foster a generative ‘researcher-policy-maker dialogue’ by understanding more about policy-makers’ perspectives of what shapes their decision-making and the current role of research evidence in those decisions. Using a research utilisation theoretical framework and discourse analysis, data revealed various factors that served as barriers or enablers to using research in making education policy decisions. Results indicated that policy-makers largely position research as key to solving their policy problems. As such they sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner. Overall, they called for a greater dialogue and engagement at all stages of the policy process and criticised what they perceived as a ‘fly in-fly out’ research approach. Recommendations suggest new collaborative approaches and genres are needed for the teacher education research community to have a greater impact in influencing policy. 相似文献
3.
Randi Nevins Stanulis Paige E. Campbell Jennifer Hicks 《Educational Action Research》2013,21(1):45-66
This article examines the ways in which a collaborative action research design became the lens by which a classroom teacher and two university teacher educators examined the practice of a novice during her second year of teaching. Together the three authors tell a story of a young woman's struggle to find and honour her voice as a new teacher. Three overarching themes were identified from the date, including university preparation, formal/informal support networks and finding and honouring her voice. Findings revealed that the collaborative nature of this research provided for unintended praxis for all researchers. Ultimately, the teacher's quest for voice and ultimate articulation of self-as-teacher emerged as a result of her participation in this collaborative inquiry. 相似文献
4.
《Teaching and Teacher Education》1997,13(5):513-527
This paper identifies two of the most divisive patterns of tension within the mentor teacher-student teacher relationship—philosophical differences and tolerance for uncertainty—within an experimental high school English teacher education program based on collaborative inquiry and teacher research. Five differences in principles and processes in the experimental program emerged which support more effective ways of dealing with mentor teacher-student teacher tensions: (1) mentor teacher ownership of the program, (2) year-long student teacher experiences, (3) same university teacher educators across the year, (4) content area research, and (5) respect for school context. Using a case study approach, the author discusses how viewing these tensions as sites of inquiry have helped to shape the teacher education program and exploited tensions as productive learning opportunities rather than merely failures or insults. 相似文献
5.
Callie Spencer Schultz 《International journal of qualitative studies in education》2017,30(6):505-518
In this paper, I enact an ‘inquiry among the ruins’ of a collaborative feminist duoethnography. Through the process of exploring instances of failure, I aim to (re)think ‘collaborative’ research, feminist goals for collaborative research, and a space for such research in the academy. As I work the ruins of a duoethnography, I read failures as a series of paradoxical ‘betrayals’ in hopes of being ‘accountable to complexity’ so to open up spaces for new ways of theorizing and practicing collaborative feminist research. 相似文献
6.
Yuen Sze Michelle Tan 《Educational Action Research》2013,21(3):411-427
This paper explores how a learning theory enriched a collaborative teacher inquiry discourse where lesson study was adopted as the educational action research model to promote teacher professional development. Four Grade 9–10 biology teachers in Singapore drew from variation theory to collaboratively plan and teach new genetics content as part of teacher research. As a researcher-facilitator, I have drawn from the teachers’ experiences of infusing variation theory into their teaching practice, of developing their own theories of teaching and learning, and of developing student-focused pedagogies to highlight the roles variation theory played. These included providing concrete examples of patterns of variations teachers could use, increasing the teachers’ attention and sensitivity to students, and developing the teachers’ theoretical lens in their approach to teaching. Reflecting on the teachers’ experiences, I made an appeal for teachers’ development of theoretical lenses in teacher inquiry, and bridging of theory and research to teaching practice. 相似文献
7.
Jan van Aalst 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):279-288
Research on asynchronous learning networks (ALNs) has indicated that there are problems with both the quantity and quality of online interactions that can undermine the aim of inquiry. The goal of this paper is to offer a new way of thinking about these problems in the context of knowledge building, a specific form of collaborative inquiry supported by an ALN. Drawing from interviews with teachers following two teacher education courses that introduced teachers to knowledge building, it is argued that we need to rethink the role and purpose of online work in ALNs—as building a communal learning resource. A framework for doing this is proposed in terms of three notions: collaboration, learning how to learn and idea improvement. The framework is expected to contribute to the literature on knowledge building by providing a new way to distinguish knowledge building from other forms of collaborative inquiry. 相似文献
8.
Roberta Hunter 《Journal of Mathematics Teacher Education》2010,13(5):397-409
In the current shifts in mathematics classrooms, teachers are challenged to use effective pedagogy to develop inquiry communities
in which all participants are offered opportunities to engage in the reasoning discourse of proficient mathematical practices.
The challenge for teachers is to know how to implement these pedagogical changes. This article outlines how a teacher and
researcher worked together in a collaborative partnership using a purposely designed communication and participation framework
as a tool to scaffold development of collective reasoning in the inquiry community. The findings illustrate the interconnections
between the teacher’s beliefs, past experiences, and current, and future expectations for her diverse students. Explanations
are provided of how different, often conflicting, voices emerged including one that drew on the teacher’s cultural knowledge.
This provided many learning opportunities for the researcher as the teacher developed her students’ voices in culturally appropriate
ways. 相似文献
9.
Dustin Garnet 《International journal of qualitative studies in education》2013,26(8):955-969
Adopting the lens of “new histories” as the basis for my inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), I created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. In polyptychs, I found a means to express both the form and content of my research in ways that are artful, permeable, and conductive. Through Prezi, a digital presentation and storytelling platform, I discovered how the polyptych can become three-dimensional. The resulting series of intertextual expressions create a portrait of the complex, expansive, and multigenerational stories that make up the history of CTS. This article describes how I came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how my identity as an artist, teacher, and researcher influences the way I organize stories within this framework. 相似文献
10.
Loucas T. Louca Zacharias C. Zacharia Dora Tzialli 《International Journal of Science Education》2013,35(12):1823-1856
Although research has come to recognize the importance of studying classroom-based student–teacher discourse in science, the emphasis remains largely on teachers' abilities to ask questions and provide students with feedback, or on students' abilities to ask questions or engage in argumentative discourse. Consequently, little research has focused on the discourse elements relating to teacher–student discourse interactions. In this article, we argue for a shift of research attention toward describing what the teacher is responding to (Identification of student inquiry), the process of deciding how to respond (Interpretation—Evaluation of student inquiry), and how the teacher is responding (Response to student inquiry). We propose a new methodological approach for studying teacher discourse, which involves a framework we developed while analyzing 1,385 minutes of fifth grade, whole-class science conversations covering a 2-year period and facilitated by an experienced science teacher. Then, as a case in point, we applied our framework to the teacher discourse data of the study, aiming to show that the framework can be a useful tool for examining how a teacher supports students' inquiry. 相似文献
11.
12.
《Educational Philosophy and Theory》2013,45(5):546-567
In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short‐term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently‐available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long‐term policy. 相似文献
13.
This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning. 相似文献
14.
Despite widespread acknowledgment of the power of professional collaboration, the norm in most schools is teachers working in isolation. Our study examined the impact of multiple layers of professional collaboration intentionally integrated into a one-year preservice teacher education program working in two elementary schools. Analysis of 23 teacher candidates' written reflections, focus group interviews, and classroom observations indicated that supported by collaboration with colleagues, they developed the skills and commitment to teach each student for understanding. Based on our research, we propose a shift in teacher education toward collaborative inquiry about teaching and learning within school/university partnerships. 相似文献
15.
Marie Brown Ana Macatangay 《International Journal of Research & Method in Education》2013,36(1):35-45
Teacher professional development has come to be recognised as a major policy tool as part of the UK Government's agenda for raising standards and school improvement. These demands call for new approaches to professional development. We need to reconceptualise what teachers learn while at work as professional development which can complement direct work with children. The study reported on in this article is an attempt to investigate the impact of teacher inquiry as part of an action research project on three teachers involved in the North West Consortium for the Study of Effectiveness in Urban Schools (NWCSEUS). This was a partnership of schools, Manchester and Salford local education authorities, the University of Manchester and Manchester Metropolitan University set up with the intention of establishing a research culture in schools in order to improve practice and raise teaching standards. The aim of this particular study was to undertake a critical analysis of the impact of the NWCSEUS project on three teachers’ professional development as well as to provide relevant information on the critical components of teacher inquiry. Using the methodology of a multiple‐case design, a cross‐case analysis was drawn up NUD*IST software was used to aid analysis and category development. The teachers reported on demonstrated the positive impact that teacher inquiry can have on both individual teachers and the school as a whole, as through a teacher inquiry culture, schools can become learning environments where teachers continuously plan and evaluate for school improvement and effectiveness. 相似文献
16.
《Journal of Language, Identity & Education》2013,12(1):29-52
In this article, I trace the complex ways that literacy and language policy are translated into classroom practice through the examination of a single telling case.1 I demonstrate that the role teachers play in the process can best be understood by considering a variety of factors which have been advanced in policy research to explain variations in policy implementation. These include the nature of the local school context, the beliefs and experience of the teacher, and ways in which the teacher might learn from the new policy context. I underscore these claims with empirical data related to a teacher's role in the enactment of Proposition 227-the California initiative designed to end bilingual education. The article presents select findings from a 11/2-year-long ethnographic study of a California district that allowed individual schools to develop their own Proposition 227 implementation plans. Through detailed examinations of the classroom literacy practice of a former bilingual teacher, this article illustrates how the individual qualities of a teacher played a significant role in the enactment of literacy practice. 相似文献
17.
《学习科学杂志》2013,22(4):495-547
This article tells the story of the design of Learning by Design(tm) (LBD), a project-based inquiry approach to science learning with roots in case-based reasoning and problem-based learning, pointing out the theoretical contributions of both, classroom issues that arose upon piloting a first attempt, ways we addressed those challenges, lessons learned about promoting learning taking a project-based inquiry approach, and lessons learned about taking a theory-based approach to designing learning environments. LBD uses what we know about cognition to fashion a learning environment appropriate to deeply learning science concepts and skills and their applicability, in parallel with learning cognitive, social, learning, and communication skills. Our goal, in designing LBD, was to lay the foundation in middle school for students to be successful thinkers, learners, and decisionmakers throughout their lives and especially to help them begin to learn the science they need to know to thrive in the modern world. LBD has students learn science in the context of achieving design-and-build challenges. Included in LBD's framework is a set of ritualized and sequenced activities that help teachers and students acclimate to the culture of a highly collaborative, learner-centered, inquiry-oriented, and design-based classroom. Those ritualized activities help teachers and students learn the practices of scientists, engineers, and group members in ways that they can use outside the classroom. LBD is carefully crafted to promote deep and lasting learning, but we have learned that careful crafting is not enough for success in putting a collaborative inquiry approach into practice. Also essential are fostering a collaborative classroom culture in which students want to be engaged in deep learning and where the teacher sees herself as both a learner and a facilitator of learning, trusts that with her help the students can learn, and enthusiastically assumes the roles she needs to take on. 相似文献
18.
19.
Elaine Hall 《Teachers and Teaching》2013,19(6):669-681
The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher education and professional development. This paper draws on the Learning to Learn Phase 3 Evaluation, a three‐year‐action research project in which teachers in primary and secondary schools across the UK completed three cycles of practitioner inquiry to explore tools, pedagogies and other innovations which would promote dispositions of ‘learning to learn’ (L2L). The paper focuses on identifying those aspects of being involved in L2L that support teachers’ learning and the way that the teachers themselves understand the impact on their professional development. Data from over 60 semi‐structured interviews undertaken over the three years of the project, the case study reports compiled by teachers at the end of each year of the project and collaborative workshops involving teachers and university researchers as co‐inquirers are used to explore teachers’ learning. Qualitative methods are used to develop a thematic analysis of the interviews, case studies and the teachers’ understanding of the relationships between inquiry, research and continuing professional development (CPD) in order to identify categories and generate key concepts that can inform a theoretical understanding of the impact of professional inquiry on teachers’ learning. The findings contribute to our understanding of the role of inquiry and research in schools in supporting professional learning by suggesting how tools and models of working are developed. 相似文献
20.
Daniel Z. Meyer Allison Antink Meyer Keith A. Nabb Margaretann G. Connell Leanne M. Avery 《Research in Science Education》2013,43(1):57-76
A central concern in science education is promoting inquiry activities, and a significant amount of research in science education has addressed what inhibits this goal. However, this research has tended to be focused on implementation issues. Levels of implementation are correlated with extrinsic barriers such as time, resources and teacher knowledge, but the internal structure of inquiry remains unexamined. However, are there also some ways in which inquiry based instruction is intrinsically difficult? That is, given perfect conditions for implementation, is devising inquiry activities a non-trivial matter, and are there patterns to the difficulties in doing so? The aim of this paper is to provide both a theoretical and empirical basis for the intrinsic problems associated with the construction of inquiry activities. We present a theoretical framework that connects contemporary studies of science to the classroom context. We then examine a case study of teacher education students designing inquiry-based instruction to demonstrate empirical evidence of intrinsic problems. Our ultimate goal is to improve our ability as teacher educators to guide science teachers in fulfilling this central task of their work. 相似文献