Collaborative teacher inquiry as professional development : concepts, contexts and directions
Notice bibliographique
Résumé
This study explores the concepts, contexts and directions of collaborative teacher inquiry as one form of professional development for teachers in British Columbia's K-12 public schools. The study is based on work conducted within the Research Division of the BC Teachers' Federation over a fourteen-year period, and includes consideration of the union's role and potential in supporting teacher inquiry. A diverse range of literature which impacts on teacher inquiry is considered: the literature on Action Research and professional development, networks and collaborations, concepts of 'good' schools; and teacher unions. Four inquiry projects conducted between 1992 and 2002 provided data showing the evolution of union-initiated inquiry involving teams of teacher-researchers and the author of this study, as the facilitator of these groups. Two inquiry projects conducted between 2002 and 2006 also provide sources of data. These projects involved the teachers' union in partnerships with school districts and a university. The study provides empirical evidence which makes a case that collaborative teacher inquiry has demonstrated value to teachers who engage in it as a form of professional development, and that value accrues to the education systems in which those teachers work. Benefits to teachers which are demonstrated in this study include a greater sense of professional efficacy, reduced isolation, and a belief that students benefited from the teachers' inquiry. The study finds that contexts in which inquiry occurs may be of greater significance than is generally accepted in the literature. Context - from school design to levels of organizational support or apathy - needs to be better understood by those undertaking teacher inquiry, and some ways of understanding context and its influence on teachers' practices are illustrated in this study. The move from private to public space by participation in inquiry groups was of major significance for both individuals and organizations, as it allowed for ideas to be challenged and judgment developed. These factors strongly suggest that the inquiry experience is one of professional, not staff, development, with the professionalism and autonomy of the learner respected, and with participants taking control of their own learning needs.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».