Tracing the effects of teacher inquiry on classroom practice
Tracing the effects of teacher inquiry on classroom practice
By Bradley Ermeling, PhD.
Published in Teaching and Teacher Education, 26 (3), 377-388 (2010).
Videotape and participant observation were used to document a high school teacher workgroup’s experience with collaborative teacher inquiry and to monitor changes in practice through two cycles of instructional planning, classroom implementation, and reflective analysis. Detectable changes in practice were observed, including a substantial improvement for two of four teachers in fidelity of implementation of an instructional innovation. Results support claim that meaningful instructional changes are more likely when teachers work in job-alike teams, are led by trained leaders, use inquiry-focused protocols, and have stable settings in which to engage in the continuous improvement of instruction.
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