Exploring Teachers’ Experiences of Participating in Teacher Inquiry as Professional Learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Teacher inquiry is the intentional and methodical reflection on one’s praxis that leads to action, and the resulting adjustments to one’s teaching practice. While scholars identify the importance of supports to be in place to sustain engagement in teacher inquiry, the specifics of the supports have remained somewhat unidentified, and there is little documentation about what teachers experience as they engage in teacher inquiry as part of a school-wide professional learning initiative. This paper explores the experiences of three middle school teachers participating in a year-long, guided teacher inquiry as part of a school’s professional learning plans. It is approached from an ethnographic, emic perspective. The challenges and supports teachers experienced when engaging in the inquiry process, as well as what they felt allowed honest dialogue, emerged as important aspects informing the results of this study. Participants identified that feeling safe influenced their ability to engage in teacher inquiry, and their willingness to address challenges associated with conducting research. Keywords: teacher inquiry; teachers as researchers; school-based professional learning
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it