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Perspectives on Supported Collaborative Teacher Inquiry (Paperback)
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Perspectives on Supported Collaborative Teacher Inquiry (Paperback)
Series: Routledge Research in Education
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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.
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