Collaborative inquiry as a professional learning structure for educators: a scoping review
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
Collaborative inquiry (CI) has emerged as a dominant structure for educator professional learning in the twenty-first century. CI engages educators in collaboratively investigating focused aspects of their professional practice by exploring student responses to instruction, leading to new understandings and changes in classroom teaching. However, despite the increased presence of CI, research on CI frameworks has yet to be consolidated and synthesized. The purpose of this systematic, scoping review was to examine literature on the structure, challenges, and benefits of CI as a professional learning structure for educators (i.e. teachers, principals, school district leaders). In total, 42 sources were identified and analysed in relation to characteristics of CI, supports and resources for CI, empirically supported benefits of CI, and enactment challenges. The review found that the majority of texts and research in this field are highly practical, describing CI steps or case-study examples. Accordingly, the current literature reviewed in this paper largely serves a how to function for engaging in CI projects with empirical data collected from primarily case-study work. The literature also provides preliminary theoretical articulations for CI as a professional learning structure for educators. The paper concludes with identified areas for future CI research related to: clarifying the focus of CI initiatives, articulating what ‘inquiry’ means in CI, and sustaining CI within the profession of teaching.
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 | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| 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