NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED410189
Record Type: Non-Journal
Publication Date: 1996
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher-Researchers in the "Zone of Proximal Development": Insights for Teacher Education.
Torres, Myriam N.
This study is part of a larger project on teacher research and professional development in the Teacher Enhancement Program (TEP), a master's degree mid-career collaborative program for inservice teachers. Research was initially planned and implemented as a new course which required teachers to do a Systematic Inquiry Project (SIP) in their classrooms. A systematic record of the 25 participants' (experienced teachers: 23 female, 2 male) small-group and whole-group dialogues, work-in-progress reports of inquiry projects, final presentations, self-reflective evaluations, and staff meetings provide the empirical data. The primary focus of analysis is on the discourse of participants as they articulate and reflect on their classroom inquiry experience. Analysis of these discourses led to the conclusion that: (1) teachers celebrated peer collaboration; (2) teachers' Systematic Inquiry Group (SIG) collaboration experience expanded into the classroom; (3) collective zones of proximal development facilitated risk-taking in the classroom; (4) participants discovered new dimensions of their teaching and of their students through activities such as watching themselves teach on video or transcribing a whole-group interview with students; and (5) initially reluctant teachers became engaged in the systematic inquiry process. (Contains 16 references.) (Author/LH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A