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ERIC Number: EJ1138802
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: ISSN-1547-688X
Redefining Our Roles as Teachers, Learners, and Leaders through Continuous Cycles of Practitioner Inquiry
MacDonald, Michelina; Weller, Kristin
New Educator, v13 n2 p137-147 2017
Practitioner inquiry is an alternative form of professional learning that can result in significant changes in teacher practice and student learning. We share our evolution as teacher learners within our classrooms and teacher leaders within our school as we progressed through 10 years of continuous cycles of practitioner inquiry. Beginning as novice inquirers examining classroom-specific problems of practice and evolving into experienced facilitators of practitioner inquiry, we have expanded our roles as teacher leaders among our colleagues as we collaboratively lead a secondary change initiative in equitable assessment practices, a direct result of continuously making our learning through engagement in practitioner inquiry public.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A