A Method for Teacher Inquiry in Cross-Curricular Projects: Lessons from a Case Study

Autor/inn/en	Avramides, Katerina; Hunter, Jade; Oliver, Martin; Luckin, Rosemary
Titel	A Method for Teacher Inquiry in Cross-Curricular Projects: Lessons from a Case Study
Quelle	In: British Journal of Educational Technology, 46 (2015) 2, S.249-264 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12233
Schlagwörter	Teaching Methods; Case Studies; Models; Inquiry; Secondary School Teachers; Science Teachers; Interdisciplinary Approach; STEM Education; Educational Technology; Formative Evaluation; Instructional Design; Educational Research; Data Collection; Data Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Analogiemodell; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Auswertung
Abstract	Many changes in teaching practices (such as introduction of e-assessment) are initiated by school management, or by a lead teacher, but have direct impact on the learning designs of others. However, models of teachers as innovators, conducting evidence-based inquiry into their students' learning, view the teacher as initiator of change in their own practice (normally as individual). This paper addresses the question of whether such models can also be applied to change introduced by top-down processes. In this paper, we examine teacher inquiry in such a context. We discuss a case study in which we worked with the Head of Science (HoS) of a secondary school. The HoS designed a cross-curricular science, technology, engineering and mathematics (STEM) project with 57 STEM teachers and introduced Google Forms as a tool for formative assessment. We supported the HoS to design and conduct an inquiry that involved all teachers. We examine the context and process of inquiry and how it was applied. Our findings provide insight into teachers' use of tools and representations when communicating about learning design, and the implications of this for the development of learning analytics tools. They also inform the development of a method for coordinating teacher inquiry in cross-curricular projects and, more generally, in the context of top-down introduction of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01