In Support of Teachers' Learning: Specifying and Contextualising Teacher Inquiry as Professional Practice

Autor/in	Hardy, Ian
Titel	In Support of Teachers' Learning: Specifying and Contextualising Teacher Inquiry as Professional Practice
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 1, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.987107
Schlagwörter	Foreign Countries; Inquiry; Curriculum Development; Case Studies; Faculty Development; Teaching Methods; Elementary School Teachers; Context Effect; Grade 4; Observation; Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Beobachtung; Interviewing; Interviewtechnik; Australien
Abstract	Drawing upon research into a case study of teacher inquiry in one school in Queensland, Australia, recent theorising into professional practice, and relevant literature on teachers' learning, this article reveals the complexity and particularity of teacher inquiry processes in support of teachers' learning. Specifically, the research reveals how particular actions, dialogue, and relationships collectively constitute a practice of teacher inquiry which seeks to promote substantive teacher-led learning. The research draws upon a group of Year 5 teachers engaged in collective inquiry into their work in what was described as an "Inquiry Cycle" approach in a school in northern Queensland, during a period of support for substantial curriculum reform. The research reveals the Inquiry Cycle approach as characterised by specific actions, dialogue, and relationships--"doings," "sayings," and "relatings"--productive of the development of a learning culture focused on significant curriculum reform; overt support for whole-school "explicit" approaches to teachers' pedagogies; and active/robust critique of data-focused assessment processes. The research reveals necessary texture and detail in support of teachers' learning, and the specific circumstances and contextual "arrangements" that help constitute this learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01