Knowledge Construction in a Teachers' Community of Enquiry: A Possible Road Map

Autor/inn/en	Zellermayer, Michal; Tabak, Edith
Titel	Knowledge Construction in a Teachers' Community of Enquiry: A Possible Road Map
Quelle	In: Teachers and Teaching: Theory and Practice, 12 (2006) 1, S.33-49 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Action Research; Collegiality; Teacher Researchers; Communities of Practice; Teacher Educators; Inquiry; Educational Research; College School Cooperation; Partnerships in Education; Interprofessional Relationship; Student Teachers; Preservice Teacher Education; Principals; Foreign Countries; Change Strategies; Teacher Attitudes; Elementary School Teachers; Experimental Schools; Cooperating Teachers; Student Teacher Supervisors; Israel + Suchen Sie Ihr Suchwort? Projektforschung; Kollegialität; Lehrerforschung; Community; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Hochschulpartnerschaft; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Principal; Schulleiter; Ausland; Lösungsstrategie; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pilot school; Model school; Modellschule; Co-operation; Cooperation; Kooperation
Abstract	This action research is targeted at academic researchers who facilitate the construction of communities of enquiry in school-university partnerships and are interested in understanding the process of such an enterprise as well as the knowledge constructed within such communities. Our action research study provides a possible road map for such a project, indicating the interrelationships between teachers' changing conceptions of knowledge, their emerging views of collegiality and their transforming sense of identity. It reflects patterns that emerged as we created a "big picture" of the change process in which the relationships among these constructs are dynamic and mutually influential. This study offers implications for studying communities of enquiry as mechanisms for knowledge construction. Most importantly, it requires that researchers construct a relationship of mutuality between the teachers' research and their own action research. Such a relationship will enable them to understand the teachers' difficulties, to design and implement a plan for helping them overcome these difficulties and, finally, to reflect dialectically on that process. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10