ERIC Number: EJ1111825
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Learning to Take an Inquiry Stance in Teacher Research: An Exploration of Unstructured Thought-Partner Spaces
Lawton-Sticklor, Nastasia; Bodamer, Scott F.
Educational Forum, v80 n4 p394-406 2016
This article explores a research partnership between a university-based researcher and a middle school science teacher. Our partnership began with project-based inquiry and continued with unstructured thought-partner spaces: meetings with no agenda where we wrestled with problems of practice. Framed as incubation periods, these meetings allowed us to focus not on solution-oriented talk, but open grappling. Within these spaces, we found markers indicative of developing an inquiry stance, such as increased risk--taking and deepening self-reflection.
Descriptors: Educational Research, Partnerships in Education, College Faculty, Middle School Teachers, Teacher Researchers, Active Learning, Inquiry, Theory Practice Relationship, Faculty Development, College School Cooperation, Urban Schools, Ecology, Grade 8, Educational Practices, Social Justice
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A