Naming Inquiry: PDS Teachers Perceptions of Teacher Research and Living an Inquiry Stance toward TeachingReport as inadecuate




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Teacher Education Quarterly, v32 n4 p79-95 Fall 2005

This research study aimed to describe the experiences of Professional Development School teachers who were living an inquiry stance toward teaching. Throughout this study, living an inquiry stance toward teaching was used in an attempt to describe teacher inquiry as a way of being and knowing for these PDS teachers more than methods for a technical process. The interactive inquiry forms identified in this study demonstrate these PDS teachers' understandings of the complexity of inquiry projects and of inquiry as a stance toward teaching. This complexity stems in part from pushing the issue of naming inquiry. As this study demonstrates, it is important to regard the forms of inquiry holistically, valuing their integration and interaction. (Contains 1 figure.)

Descriptors: Professional Development Schools, Teacher Researchers, Inquiry, Teacher Attitudes, Holistic Approach, Educational Principles, College School Cooperation, Case Studies, Interviews, Elementary School Teachers, Teaching Experience, Teacher Education Programs

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Author: Snow-Gerono, Jennifer L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4820&id=EJ795331







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