scholarly journals The ‘Teacher Research Group’ as a collaborative model of professional learning

2021 ◽  
pp. 1-15
Author(s):  
Luke Jones
Keyword(s):  
Professional Learning ◽  
Research Group ◽  
Teacher Research ◽  
Collaborative Model

The Rhythms of a Teacher Research Group

2007 ◽  
Vol 9 (1) ◽  
pp. 10-18 ◽  
Author(s):  
Terry J. Burant ◽  
Charles Gray ◽  
Elhadji Ndaw ◽  
Valerie McKinney-Keys ◽  
Glen Allen
Keyword(s):  
Research Group ◽  
Teacher Research

When We Inquire Into Our Own Practice: An Early Childhood Teacher Research Group

2014 ◽  
Vol 10 (1) ◽  
pp. 28-34 ◽  
Author(s):  
Debra Murphy ◽  
Holly Bryant ◽  
Heidi Ingram
Keyword(s):  
Early Childhood ◽  
Research Group ◽  
Teacher Research ◽  
Early Childhood Teacher

Ideological Divergences in a Teacher-Research Group

1993 ◽  
Vol 30 (4) ◽  
pp. 771-798 ◽  
Author(s):  
Sandra R. Schecter ◽  
Shawn Parkhurst
Keyword(s):  
Research Group ◽  
Teacher Research

scholarly journals Exploring Intersections of Work Intensity and Professional Learning: Female Teachers’ Responses to Research Engagement as Professional Learning

2020 ◽  
Vol 44 (10) ◽  
pp. 66-85
Author(s):  
Jennifer Mitton-Kukner, St. Francis ◽  
Keyword(s):  
Professional Learning ◽  
Time Use ◽  
Teacher Research ◽  
Work Intensity ◽  
Research Experiences ◽  
Research Engagement ◽  
Female Teachers ◽  
Research Activities ◽  
Cultural Expectations ◽  
Professional Responsibilities

Much research has focused upon the promise of teacher research engagement as a form of professional learning. Yet, little scholarship has looked closely at how female teachers juggle research engagement alongside personal and professional responsibilities. This inquiry into the research experiences of two mid-career teachers provides an up-close look at the ways they attempted to sustain engagement over a three-year period. Attending closely to participants’ accounts of time use, as they engaged in research activities, sheds light upon the presence of socio-cultural expectations, in these instances, constraining their efforts and, arguably, impacting the depth of their professional learning.

Sign in / Sign up

Export Citation Format

Share Document