In the Mirror: Introducing Teachers to Practitioner Inquiry as Professional Development

2020 ◽  
pp. 43-54
Author(s):  
Rose M. Pringle
Keyword(s):  
Professional Development ◽  
Practitioner Inquiry

scholarly journals Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Lindsey Chapman ◽  
Chelsea Morris ◽  
Katy Green
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Vital Role ◽  
Teacher Preparation Program ◽  
Practitioner Inquiry ◽  
Pedagogical Practice ◽  
Multilingual Students ◽  
Speakers Of Other Languages

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

scholarly journals Changing the landscape of professional learning : a practitioner inquiry study of technology integration within literacy

2015 ◽  
Author(s):  
◽  
Tami Ensor
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Teacher Perceptions ◽  
Professional Learning ◽  
Practitioner Inquiry ◽  
Traditional Methods ◽  
Audio Recordings ◽  
Teacher Researcher ◽  
Faculty Surveys

Practitioner inquiry provided the framework for teachers (participants) and the teacher researcher to work collaboratively to discover how teachers learn about literacy technology integration, how they apply this in their classroom instruction, and how they share their ideas about literacy and technology integration with other teachers. Data was gathered from faculty surveys, lesson plans, blog posts, videotaped collaboration, audio recordings, researcher's field journal and final reflections of the faculty. Data was analyzed using in vivo coding, looking at each data source independently and then creating larger categories that led to a descriptive view of the data. Key findings that positively impacted teacher learning were acknowledging teacher perceptions, providing time for collaboration with colleagues, application of practice, scaffolding learning, and job embedded reflection. Implications include re-envisioning the roles of educators as well as traditional methods of professional development. Collaborative Inquiry Circles were suggested as an alternative to the traditional methods of professional development.

Taking Action Research in Teacher Education Online

2013 ◽  
pp. 357-374 ◽  
Author(s):  
Nancy Fichtman Dana ◽  
Desi Krell ◽  
Rachel Wolkenhauer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Practitioner Inquiry ◽  
Time And Space ◽  
Online Tools ◽  
Taking Action

The systematic, intentional study by teachers of their own classroom practice is critical for powerful professional development. Action research, or practitioner inquiry, provides teachers with a vehicle to engage in this professional development in order to raise teacher voices in educational reform and capture and share the knowledge generated by teachers within their classrooms. The quality of any piece of action research completed by a practitioner inquirer is directly related to the coaching s/he receives in the process, but the scope and reach of teacher educators’ action research coaching is often constrained by limitations of time and space. Extending the coaching of action research to online environments may provide possibilities for negotiating challenges of time and space and enhance both the quantity and quality of the teacher educator’s action research coaching opportunities. The purpose of this chapter is to explore online tools that can facilitate distance action research coaching.

Taking Action Research in Teacher Education Online

2014 ◽  
pp. 1928-1945
Author(s):  
Nancy Fichtman Dana ◽  
Desi Krell ◽  
Rachel Wolkenhauer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Practitioner Inquiry ◽  
Time And Space ◽  
Online Tools ◽  
Taking Action

The systematic, intentional study by teachers of their own classroom practice is critical for powerful professional development. Action research, or practitioner inquiry, provides teachers with a vehicle to engage in this professional development in order to raise teacher voices in educational reform and capture and share the knowledge generated by teachers within their classrooms. The quality of any piece of action research completed by a practitioner inquirer is directly related to the coaching s/he receives in the process, but the scope and reach of teacher educators' action research coaching is often constrained by limitations of time and space. Extending the coaching of action research to online environments may provide possibilities for negotiating challenges of time and space and enhance both the quantity and quality of the teacher educator's action research coaching opportunities. The purpose of this chapter is to explore online tools that can facilitate distance action research coaching.

Journeys towards empowerment: Educators sharing their musical cultural identities with children

2019 ◽  
Vol 14 (1) ◽  
pp. 71-88 ◽  
Author(s):  
Amanda Niland ◽  
Jill Holland
Keyword(s):  
Professional Development ◽  
Positive Impact ◽  
Development Project ◽  
Cultural Identities ◽  
Practitioner Inquiry ◽  
Music Educator ◽  
Inquiry Approach ◽  
Musical Knowledge ◽  
Education And Care ◽  
The Rich

This article outlines an action research/practitioner inquiry approach used in an ongoing professional development project involving educators in two early childhood (EC) education and care settings in Australia. The aim of this professional development project is to provide quality musical experiences for children as part of the overall curriculum, while at the same time building the musical knowledge, skills and confidence of the educators at the settings. The aim of the research is for the specialist music educator researchers to work collaboratively with the EC educators to develop an approach that will achieve the professional development aims. This article outlines the practitioner inquiry methodology used, and presents data and reflections on the most recent phases of the project, during which a focus on developing the musical attunement of educators to the children’s musicality and musical identities led to them sharing their own musical cultural identities with the children. Reflections from these phases of the project provide evidence of the positive impact of this approach on the musical self-efficacy of some educators, and the rich musical cultural sharing that has taken place.

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