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Perspectives on Supported Collaborative Teacher Inquiry

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Beginning Teachers
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Broader Educational Contexts
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Cedar Grove
Children's Mathematical Thinking
childrens
Children’s Mathematical Thinking
Cit
Collaborative Inquiry
Collaborative Inquiry Groups
Collaborative Teacher Inquiry
communities
Conclusion Writing
contexts
educational
educational change research
Emerging Teacher Leaders
empirical teacher inquiry frameworks
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Inclusion Meetings
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Inquiry Stance
inquiry-based pedagogy
instructional improvement
learning
mathematics education methods
National School Reform Faculty
PLC
PLC Inquiry
PLC Leader
PLC Meeting
PLC Member
PLC Work
processes
professional
Professional Development
Released Test Items
rural school collaboration
stance
Teacher Leaders
teacher professional learning

Product details

  • ISBN 9780415999267
  • Weight: 540g
  • Dimensions: 152 x 229mm
  • Publication Date: 11 Feb 2009
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Supported collaborative teacher inquiry (SCTI) describes the process of professional development in which teacher teams build collaborative structures for the purpose of inquiring into aspects of their own instructional practice. Professional development performed collaboratively and grounded in "the work teachers do" is a highly effective forum for challenging existing beliefs about content, learners, and teaching and using data and research to reflect on, and possibly change, instructional practice. The contributors to this volume describe supported collaborative inquiry as a framework for teacher professional development and provide specific empirical evidence found in examples of SCTI. The chapters focus on the building of collaborative support structures, nurturing an inquiry stance, progressing through an inquiry process, and the various kinds of support mechanisms necessary to engage in SCTI. This seminal work in teacher research will be of interest to scholars, students, teachers, and administrators seeking insight into teacher education, teacher leadership, and teacher inquiry.
About
Anne Kennedy is the founding director of the Science and Mathematics Education Resource Center (SMERC), a partnership of Educational Service District 112, Washington State University Vancouver, and 30 southwest Washington School Districts. Tamara Holmlund Nelson is an associate professor in science education at Washington State University Vancouver. David Slavit is professor of mathematics education and former director of the Masters in Teaching Program at Washington State University Vancouver.