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ERIC Number: ED441764
Record Type: Non-Journal
Publication Date: 2000-Apr-25
Pages: 37
Abstractor: N/A
Reference Count: N/A
Voyage of Discovery: What Happens When Inservice Teachers Explore Teaching for Understanding through Collaborative Investigation?
Oakley, Jeannie A.
This study explored elementary school teachers' perspectives on their evolving understanding of themselves and children as learners while they were co-researchers in inquiry about children's thinking. Through collaborative inquiry, professional reading, classroom experimentation, shared stories, and personal reflection, participants created a professional learning community and increased their focus on teaching for understanding, assumed more social constructivist stances, and modified classroom practices. Data collection included interviews, journals, field notes, research meeting conversations, and passages and comments from books and articles that participants read. Data analysis indicated that teachers began de-emphasizing test results and emphasizing student learning and understanding. They rethought how things were done in the classroom, viewed schedules and plans as fluid and flexible frameworks, and thought creatively about ways to structure classroom practice. They perceived that shifts in their thinking and their modifications in classroom practice were supported by: trusting relationships and a collegial atmosphere which supported risk taking; focus on student learning; their inquiry, which was contextually embedded in their shared experiences and classroom stories; seeing new connections between theory and practice; and experiencing opportunities to view multiple teaching practices, take risks, examine beliefs which drove their practice, and collaboratively inquire into the perspectives of others. (Contains 38 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A